English 9B
Statement of Core Values and Beliefs:
Milford High School is a community of diverse students, faculty, staff,
administrators, parents, and local citizens who foster a safe, respectful culture in
a supportive environment that promotes equal op portunity for high-quality
education.
We believe well -educated citizens are prepared to contribute responsibly in their
civic, social and career endeavors. Our school community works collaboratively to
provide a rigorous and varied curriculum and to en gage all students in authentic
experiences, which motivate them to achieve their potential.
Thus prepared, students go forth as well-informed critical thinkers who keep pace
with the advancement of the 21 s t century and contribute positively in a dynamic
and competitive world.
Jean Locicero Shankle
jshankle@sau40.com
Classroom Number: 190
C Blocks, Fall 2011
Teacher voicemail extension: x3177
Course Description – Emphasis is placed on reading and writing skills, critical thinking skills, test taking
skills, and vocabulary in preparation for success in high school and college. Students demonstrate the
acquisition of these skills through presentations, in-class quizzes and tests, writing and revision, and
projects.
 Syllabus/outline of topics covered in course
Literature
o A Step from Heaven by An Na
o Antigone by Sophocles
o Romeo and Juliet by William Shakespeare
o The Odyssey by Homer
o Warriors Don’t Cry by Melba Patillo Beals
o Shakespeare Bats Cleanup Ron Koertge
o Additional short story or poetry assignments may be required
o Writing – ongoing study – various writing assignments including literary analysis, compare
and contrast, and reading response
o Vocabulary - Vocabulary Workshop Level C – roughly one unit per week
o Grammar – Grammar for Writing Blue Level – ongoing study
 Competencies – What must students know and be able to do?
o Paragraph organization including thesis-support, compare and contrast; definitions and
uses of paragraphs and sentences, transitional words, organization of multi-paragraph
papers.
 Essential Questions: How do characters in various genres respond to life altering experiences
(loss, love, consequences)?
 Student Expectations for Learning to be evaluated in this course:
Complex Thinker, Quality Producer
 Common Core Assessments
 Comparison and contrast essay
 Resources
 Required supplies
o Notebook for class materials and notes
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o Writing utensils
Books used in the course are supplied.
Milford High School Library Media Center (MHS-LMC)
o Computer use in MHS-LMC for word processing and research is occasionally available
during class time.
o Students without computer access at home use the MHS-LMC after school for
assignment completion.
Grading
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The final grade for this course is calculated according to the following:
Quarter 1: 45%, Quarter 2: 45%; Final Exam, 10% for semester courses.
Quarter grades are determined using a total point system. This means that each assignment is
assigned a value. The total possible points allowed are divided by total earned by the student. For
example, if a student took a quiz for 40 points, wrote a paper for 150 and completed an in class
worksheet for 10 points, 200 points would be the total possible. If the student earned 30 out 40 on
the quiz, 125 out of 150 on the paper, and 8 out of 10 on the worksheet, the student would have
earned 163/200 points for a grade of 81.5%, which would be rounded to 83%.
Each literature unit will end with at least one of the following: test, project, or writing assignment.
Vocabulary and grammar quizzes are scheduled for Tuesdays, unless workshops, delays or snow
days interfere. The quizzes will then be bumped to the next day.
Classroom Rules/Policies/Guidelines
● Milford High School has a handbook that details behavior guidelines. These include dress code, an
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electronics policy, a cheating policy and more. I support these policies, so please read the handbook and
plan to abide by those rules.
Discussion is an integral part of an English classroom; however, the discussion must be curriculum
centered, respectful and positive to support learning. Therefore, distracting and disruptive talking is not
permitted.
Due dates are firm. Late work may not be accepted.
Questions emailed to me are usually answered promptly but an unanswered emailed question is not an
excuse for late work.
Extra Help
I am available for extra help in my classroom, Room 190 before school or immediately after school most
days. However, I often have meetings, so please see me to make an appointment.
Website and Apps
On the Milford High School site, go to Departments>English? Jean Locicero Shankle
Choose Class Websites on the right. Find your class.http://mhs.milfordk12.org/teachers/jean-shankle/
Optional: Sign up for Class Messenger for your phone or email access. I send out daily homework
reminders, hints and helps and answers to urgent questions. Directions sheet available in class. Check your
data plan , if accessing on your phone.