Dear Students and Guardians,
My name is Ms. Marmo and I wanted to take this opportunity to express my excitement about
teaching 12th Grade ELA this year. Throughout the school year, our class will work both
collaboratively and independently. We will discover, discuss, write, and share various pieces of
literature in new and innovative ways.
My goal as an educator is for my students to leave my classroom with a deeper understanding of
literature and to develop a desire to read and write on their own. At the beginning of the school
year, I plan to get to know every student in order to build relationships. I plan to take your
interests into consideration when creating our curriculum so that you remain engaged and eager to
learn.
Additional information about the class is provided in the course syllabus. Please read the syllabus
and sign the forms at the end (pages 10 & 11) in order to indicate your understanding and support
of the classroom system. As stated in the syllabus, there are a few materials that need to be
purchased so we can stay organized throughout the year. If obtaining these materials is a problem,
please let me know and we can make other arrangements.
Please feel free to reach out to me whenever you wish regarding your work and progress. I look
forward to getting to know you all. If you have any questions, or if there is anything you would like
me to know, feel free to reach out to me at anytime via phone or email.
I am looking forward to a successful year!
All the best,
Ms. Marmo
1
12th Grade ELA
Course Syllabus | 2015-2016
Ms. Marmo
Course Description
12th grade ELA is a yearlong course designed to strengthen written skills, verbal skills, and
reading comprehension in preparation for college-level work. The course is an exploration
of the growth of individuals who are searching for identity, place, and meaning. The texts in
this course develop complex characters who struggle to define and shape their own
identities. The characters’ struggles for identity revolve around various internal and
external forces including: class, gender, politics, intersecting cultures, and family
expectations.
Throughout the course, students will become familiar with popular archetypes in literature
to analyze texts and use rhetoric to compose their own pieces of writing. By examining
works from various cultures and time periods, students will come to understand the
nuance, the complexity, and the possibility of human communication. Students will
approach older texts with the ability to unlock their meaning, discovering universal themes
and truths that are still relevant in today’s world.
Essential Questions
● How do characters in a piece of literature convey the various aspects of human
nature?
● To what extent are humans ruled by emotion rather than reason?
● What role does culture play in shaping a person’s identity?
● How does the individual gain control in their society?
● How can reading about the lives of others change our own identity?
● As a teenager today, how are you affected by the “American Dream”? (Are you part
of it, victimized by it, or redefining it?)
● How has the “American Dream” changed?
● Is it true that we spend too much of our lives convincing others that we are someone
we are not?
Materials Needed:
 Notebook (to be used for ELA only)
 Folder (to be used for ELA only)
 Writing utensils
These materials are required in class everyday. There will be ongoing notebook-checks
that will occur throughout the year.
2
Course Readings:
 The Great Gatsby, F. Scott Fitzgerald
 Hamlet, William Shakespeare
 A Streetcar Named Desire, Tennessee Williams
 A collection of short stories, memoirs, poems, and films.
Course Objectives
Upon completing all requirements of 12th grade ELA, students will:
RL. 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
RL. 11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
RL. 11-12.6 Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)
3
RL. 11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics.
RL. 11-12.11 Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically
and philosophically by making connections to: other texts, ideas, cultural perspectives,
eras, personal events, and situations.
W. 11-12. 1 Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas
of interest to formulate an argument.
W.11-12.2 Write informative/ explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W. 11-12.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
W. 11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
W.11-12.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames for a range of tasks and purposes.
W.11-12.11 Create interpretive and responsive texts to demonstrate knowledge and a
sophisticated understanding of the connections between life and the literary work.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL. 11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
L.11-12.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
4
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a range of
strategies
Rules & Expectations
All rules in my classroom revolve around creating a caring, cooperative and effective
learning environment. There will be ZERO tolerance for any disrespect towards myself,
other students, and other teachers. We must listen to and respect everyone’s thoughts and
opinions. You are to raise your hand and use appropriate language. Name-calling and
teasing will not allowed.
1. You are expected to arrive on time to class each day.
2. You are expected to be prepared for class each day with your planner, any out-ofclass assignments, notebook, folder, and a pen/pencil.
3. You are expected to complete all assigned at-home reading and come to class
prepared to discuss the text.
4. You are expected to turn in all assignments on time. In the event of a conflict, you
may be able to receive an extension if approved by the teacher.
5. Students who miss a class period are responsible for seeing the teacher to
determine what they missed. Students are required to make up any work missed.
All school wide policies will be enforced in this classroom.
Lateness and Attendance
Don’t be late! Lateness is a major disruption and it affects the entire class. If you arrive to
class late, you may miss quiz/test announcements, or other important information.
Repetitive lateness will result in parental notification and possible guidance referral. If you
are late, you must sign the late notebook.
As you can imagine, regular attendance is necessary to keep up with the material that we
learn. In addition, lateness and absences will negatively affect your grade. Being absent or
failing to pay attention in class will end up being extra work because it will require you to
learn the material that you missed, along with the current material.
Routines and Procedures
1. Entry Routine
Each day you will enter the room, place your homework in the homework basket, pick up
the packet of class materials, and proceed to your seats to begin the “stretch” of the day.
2. Notebook checks
5
All students must keep a single subject notebook. Your daily notebook entries should have
the following heading:
Student Name
Date
Aim
Stretch
All student notebooks will be collected and reviewed regularly. Students will be graded on
the overall organization of their notebooks, completion of the daily stretch, completion of
class notes, and completion of independent in-class student tasks.
3. Bathroom
As stated by school policy, no bathroom passes will be allowed during the first and last ten
minutes of any period. If you need to use the restroom, raise your hand. I will silently
acknowledge you with a yes or no. If you are allowed to use the restroom, simply get up,
grab the bathroom pass, sign the bathroom log, and leave the room.
4. Exit Routine
Each day there will be a closure activity including exit tickets, written journal entries,
and/or reflections. Students must complete and hand-in the assessment before heading
out. As a reminder, I dismiss you, not the bell. Please remain in your seats until I say you
may leave.
Grading Policy
Assessments - 40 %
 Exams, Writing Tasks, Essays, and Projects 30%
 Quizzes 10%
Notebook/ Daily Student Work - 40 %
 Classwork 30% (rubric on page 8)
 Homework 10% (policy and format on page 7)
Participation – 20% (rubric on page 9)
Communication
Feel free to contact me via email at marmo@whsad.org or by phone at the school.
All assignments and information about the class will be posted on my website:
http://www.whsad.org/ / (check it out!)
Student grades will be available on line at www.skedula.com. See my website for more
information
6
Homework Format
Student’s Name
Class Period
Date Assigned
Teacher’s Name
Assignment
Standards:
 Standard 8 ½ x 11 inch loose leaf paper
 Neat and Legible
 All students should have at least two study partners and are responsible to
contacting them in the event of an absence from class
 Students must speak and write in COMPLETE SENTENCES
Late Work:
1. Any student work turned in one day late will be subject to loss of 1 letter grade.
2. Any student work turned in two days late will be subject to loss of two letter grades.
3. Any student work turned in more than two days late will be subject to no credit.
(Hint: Turn your work in on time.)
o

7
Classroom Classwork Rubric
30% of Total Grade
Your classwork grade will be based on the following:
OVERALL NOTEBOOK ORGANIZATION
Points ________/25
0-20% of daily classroom notes are organized to classroom standards -5 points
20--40% of daily classroom notes are organized to classroom standards -10 points
40-60% of daily classroom notes are organized to classroom standards -15 points
60-80% of daily classroom notes are organized to classroom standards -20 points
80-100% of daily classroom notes are organized to classroom standards -25 points
DO NOWS
Points ________/25
0-20% of Do Nows are present and complete – 5 Points
20-40% of Do Nows are present and complete – 10 points
40-60% of Do Nows are present and complete – 15 points
60-80% of Do Nows are present and complete – 20 points
80-100% of Do Nows are present and complete – 25 points
CLASS NOTES
Points ________/25
0-20% of class notes are present, complete and meet classroom standards – 5 Points
20-40% of class notes are present, complete and meet classroom standards – 10 points
40-60% of class notes are present, complete and meet classroom standards – 15 points
60-80% of class notes are present, complete and meet classroom standards – 20 points
80-100% of class notes are present, complete and meet classroom standards – 25 points
COMPLETION OF INDEPENDENT STUDENT TASKS
Points ________/25
0-20% of independent student tasks are present, complete and corrected – 5 Points
20-40% of independent student tasks are present, complete and corrected – 10 points
40-60% of independent student tasks are present, complete and corrected – 15 points
60-80% of independent student tasks are present, complete and corrected – 20 points
80-100% of independent student tasks are present, complete and corrected – 25 points
Total Classwork Points: _________________/100 total points
8
Participation Rubric
20% of Total Grade
Your participation grade will be based on the following:
90-100 points– Come to class every day, on time, behave properly, always do your work, make an
active and meaningful contribution to discussions and activities.
75-89 points – Come to class every day, on time, behave properly, always do your work, but don’t
actively participate in discussions and activities.
50-74 points – Occasional Absence or lateness, inattentive or talking in class, sometimes don’t do
your work, have nothing to say when called upon.
25- 49 points– Excessive unexcused absence and/or lateness, disruptive behavior in class, rarely
or never do your work, never participate, negative or uncaring attitude, immaturity, hostility.
Total Participation Points: _________________/100 total points
9
Student Partnership Contract for ELA
2015-2016
Student Name: __________________________________________________________
Date: _______________________________
I have read this syllabus and agree to all of the classroom procedures, rules, and
requirements stated therein.
Student Signature:________________________________________________________
Parent/Guardian Signature: ____________________________________________________________
STUDENT COPY
This goes in the FRONT of your notebook
10
Student Partnership Contract for ELA
2015-2016
Student Name: __________________________________________________________
Date: _______________________________
I have read this syllabus and agree to all of the classroom procedures, rules, and
requirements stated therein.
Student Signature:________________________________________________________
Parent/Guardian Signature: ____________________________________________________________
TEACHER COPY
11