Welcome to English I
Richwoods High School
THE TEACHER
Ms.Dietz
Room 239
2015-2016 school year
E-mail: Shannon.Dietz@psd150.org
Planning Period: 3
I. SUPPLIES
Bring the following supplies to class everyday:
 Collections – Grade 9 - Textbook
 Collections – Grade 9 - Close Reader
 Vocabulary from Greek and Latin Roots—Level III
 A folder, a 3-ring binder, and a 1-subject notebook (preferably w/ a perforated edge)
 A pen or a pencil / Grading pen/marker
*Recommended supplies (not required): pocket-sized dictionary, pocket-sized thesaurus, Post-It notes/flags
II. WHAT YOU WILL STUDY AND LEARN THIS YEAR
English I
In English I, we “will develop reading, writing, thinking, speaking, listening, and viewing as they relate to literature and
grammar. Course content includes daily journal writing, mythology as a source of literary allusion, analysis of literature,
and vocabulary development. (psd150.org/Registration_book).
In addition to studying various novel(s) and/or play(s), we will work towards learning, achieving, and mastering a variety
of skill sets (learning objectives) that are a part of the Illinois Common Core State Standards. The Collections – Grade 9
Textbook & Close Reader will be a primary resource for students throughout the school year.
Collections – Textbook, Close Reader, and Task-Based Assessments
**NOTE: You can access the textbook and other supplemental materials online at my.hrw.com
Username: ______________________
Password: _________________________
The Collections textbook contains six different, thematically driven collections of texts (i.e. short stories,
essays, speeches, photo essays, poems, blogs, arguments, diaries, memoirs, informational text, etc.) and visual/
graphic representations to accompany them (i.e. videos, graphic novels, public service announcements, etc.).
Collection & Theme
#1 ~ Finding Common Ground
#2 ~ The Struggle for Freedom
#3 ~ The Bonds Between Us
#4 ~ Sweet Sorrow
#5 ~ A Matter of Life or Death
#6 ~ Heroes and Quests
Key Learning Objectives
*Cite text evidence.
*Analyze author’s choices about structure and style.
*Analyze representations in different mediums.
*Determine central idea.
*Analyze and evaluate author’s claim.
*Analyze author’s purpose and rhetoric.
*Delineate and evaluate an argument.
*Analyze character and theme.
*Analyze seminal U.S. documents.
*Analyze author’s point of view and cultural background.
*Analyze how an author unfolds events.
*Analyze connections between ideas and events.
*Analyze impact of word choice on tone.
*Determine author’s point of view.
*Analyze author’s use of rhetoric.
*Analyze accounts in different mediums.
*Interpret figurative language.
*Analyze ideas in informational text.
*Determine technical meanings of words.
*Analyze the purpose and development of ideas in media.
*Analyze and evaluate author’s claims.
*Analyze interpretations of Shakespeare.
*Determine word meanings.
*Analyze ideas presented in an essay or a text.
*Summarize the text.
*Determine figurative meanings and tone.
*Support inferences about theme.
*Analyze character, epic poems, and figurative meanings.
*Analyze character motivations and parallel plots. *Analyze source material.
III. ASSESSMENTS - There will be two types of assessment in this class—traditional and performance-based.
Traditional Formative Assessment (Quiz/Checkpoint for Understanding):
-Skill-based: These are skill-based questions that correlate to the text. “Analyzing the Text” questions at the end
of each selection in the textbook can be used as an end of reading assessment for that particular selection/text (i.e.
quiz/formative assessment).
-Reading Guides: These are to be finished as the class or an individual reads a selection.
-Comprehension-based: At the end of a selection, I might choose to use a “Selection Test” (this is like a quiz
for a particular selection/text) as a formative assessment. This is a Multiple Choice, comprehension-based
assessment.
Performance-Based Formative Assessment (Quiz/Checkpoint for Understanding):
-Performance Task = Performance-based task (Assessment)
*At the end of each selection within a Collection, there are performance-based tasks listed in a box. I might use
these as an alternative form of formative assessment (quiz)—a way to scaffold students to eventually being able to
complete the summative Performance-based assessment (A and/or B) at the end of the Collection!
-Examples: Writing Activities – Letters, Journal Entries, Arguments, etc.
-Examples: Speaking Activities – Debates, Discussions, Poetry Readings, etc.
-Examples: Media Activities – Public Service Announcements, Graphic Novels, Reflections, etc.
Traditional Summative Assessment (Test/Overall Showcase of Understanding):
-Skill-based: This entails a NEW piece of literature. Students will do a ‘cold read’ of the text and answer a series
of skill-based questions (both Multiple Choice AND/OR Short Answer). I might choose to use a “Collection Test (Unit
Test)” at the end of a collection to assess your level of mastery for the skill sets we covered throughout the collection.
*These tests have very few comprehension-based questions, since more complex skill sets are the focus of what’s
being assessed in a Collection Test.
Performance-Based Summative Assessment (Test/Overall Showcase of Understanding):
**At the end of each collection, I might choose to use a “Collection Performance Task (Unit Test Task)”
where you will use a given text selection from earlier in the collection and complete an assessment that correlates to those
skills covered during a given selection. Basically, the “anchor texts” correspond with the performance-based tasks
(assessments) at the end of the Collection.
-Examples: Writing Assessment - Write an Analytical Essay, Write an Argument, Write a Fictional Narrative, etc.
-Examples: Speaking Assessment – Present a Speech, Participate in a Panel Discussion, etc.
-Examples: Media Assessment – Create a Multimedia Group Presentation, Conduct Research and
Write an Analytical Essay (citing textual evidence), etc.
IV. CLASSROOM CONDUCT
 Come prepared to class with all of your materials.
 Come to class on time and be in the classroom seated when the bell rings or you will be tardy.
 Go immediately to your desk when entering the classroom and get ready to learn. You will get bell work every day to
be done in your spiral notebook. After two weeks, bell work will be checked for completion.
o Remember, class begins when you enter the room. Class ends when the bell rings and when I dismiss you.
Please do not get out of your seat before you are dismissed, and please do not start “packing up” 5
minutes before the bell rings.
 Food and beverages are NOT allowed in the classroom except for water.
*You MUST clean up after yourself. All of my students throughout the day have the right to learn in a clean
classroom!
 Please leave your cell phones, ipods, mp3 players, headphones, etc. off and out of sight.
o MY CLASSROOM IS UNPLUGGED! “OUT OF SIGHT, OUT OF SOUND!”
 When I am talking, you are not. Be respectful of those around you.
 Use the bathroom before you come to class. Very, very rare exceptions will be made and not until half way through
class.
 No make-up/hairstyling/personal grooming during class.
 Stay on task at all times, especially during group or partner activities. You do not decide when to terminate an
activity; I will tell you when to stop.
*If you choose to disrupt class or break a classroom rule:
 Step 1 - I will give you a verbal warning
 Step 2 – I will write an academic referral to the administration (possible call home as well).

Step 3 - I will write an academic referral, contact parents and set up an after-school conference for 10-30 minutes. Missing
conferences will result in a detention/office referral.
 Step 4 – Office referral/removal from class
MAJOR OFFENSES (of a violent, disrespectful or nature) – skip right to OFFICE REFERRAL/REMOVAL FROM
CLASS
.
V. LATE WORK
 Avoid this at all costs!
 For each days an assignment is late, a letter grade will be taken off until you have an F.
 I will NOT accept work turned in after the allotted number of days (see below)!
VI. ABSENT WORK –
 If you are absent, it is your responsibility to check with me for absent work upon your return. If you feel that you
need one on one help with something that I taught while you were absent, you are responsible for arranging a time
with me so that I can help you.
A. EXCUSED (District Policy)
 Excused students will be given a zero and the assignment will be labeled as missing. However, they can make up
the work for full credit.
 Students will be allowed two (2) days for every one day of excused absence to submit missing assignments and/or
to take a quiz or test.
 A student who completes the assignments within the time guidelines shall receive full credit. The grade would
then replace the zero. *Work not submitted and quizzes/tests not taken would still remain a zero.
B. UNEXCUSED (District Policy)
 Unexcused students, including those with in-school suspensions, shall be given a zero but they shall be allowed to
make up the work for full credit.
 Students will be allowed one (1) day for every day of unexcused absence or out-of-school suspension to submit
missing assignments and/or to take a quiz or test. The grade would then replace the zero given. *Work not
submitted and quizzes/tests not taken would remain a zero.
VII. FORFEITURE OF PROMOTION OR COURSE CREDIT (District Policy)
 Grade 9-12: Students with more than five (5) absences in a grading period will be subject to an “F” in each
course(s) the absences occurred. If a student has more than ten (10) absences in a semester including unexcused
and out-of-school suspensions, the student will not receive credit for the course.
VIII. PARTICIPATION
 We can best understand the literature that we read and contemplate the ideas that are presented within it when we
discuss it with others. This means that you are expected to participate in class...A LOT!
o Participation is:
…volunteering to answer questions or asking relevant questions …making an effort to offer your ideas and thoughts
…making positive contributions to the class
…working on the task given by the teacher until you are told to stop
…trying to learn and helping others to learn
…working responsibly in groups or pairs
…actively listening, which leads to good discussions/opportunities for active learning
Assessments – 60%
-Tests (traditional & performance-based
- Projects (and/or essays)
-Quizzes (traditional & performance-based)
Daily Work – 40%
-Homework –
-Participation/Effort
-Bell Work –