Reading I & II
Trinidad Garza Early College High School
2015-2016, 9th and 10th Grades
Contact Information
Instructor: Ms. Lank
Classroom: W45
Email: vlank@dallasisd.org
Phone: (214) 860.3680 (This is the main office phone for the school. Please leave a message with
the person who answers; be sure to leave both your full name and callback number.)
Class Website: http://mslankreadingwriting.weebly.com
Welcome! I am excited to have you in my class, and I am very confident that we will have a
productive and meaningful semester. This syllabus provides an overview of this course and will
answer some of the questions you may have. Additionally, it communicates what the classroom
culture is, what you can expect, and what you need to do to be successful.
Course Description
Reading I and II are intensive courses structured to help you become college-ready readers. As
reading is a complex and progressive process, you can expect to be assigned a rigorous course
load which will help you to build the skills necessary to succeed in college-level courses and
beyond.
Why Is Reading Important?
Reading has been proven to be a vital part of academic and career success. Unfortunately, the
number of Americans who regularly read is declining. In fact, many college graduates today are
not becoming lifelong readers. This is a disturbing trend, considering that literature has the
ability to awaken and empower in a way that nearly nothing else can. Consider the fact that
literature places us into the lives of others, allowing us to view the world from a completely
different perspective than our own. Also consider that readers are more likely to volunteer and
participate in other forms of civic engagement than are non-readers.
Building skill in reading is closely related to building skill in writing; in fact, some would say
that the two are inseparable. To be a good writer, you must read! And being a good writer will
serve you well no matter what career path you choose—whenever you write something to
someone, you are presenting that person with a small image of who you are: so be cognizant of
what you writing!
What Should I Get Out of this Course?
(Goals/Objectives)
In short, after you take this course, you should be able to tell me (and others) why reading is so
important. Ideally, I would hope that this class opens you up to the joys of reading and that, as a
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result of this class, you become a regular reader (if you are not already one). If you are already a
regular reader outside of school, I hope that you will continue reading and also that you will
gain some new skills that will help you to better comprehend the variety of texts you will be
presented with in college.
More specifically, supporting that underlying course goal of enjoying reading are the following
objectives that you should all be focused on in order to be successful in this class:
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After completing this course, you will be able to actively and automatically utilize
strategies that aid in reading comprehension;
You will be prepared to read on a college level;
And lastly, you will develop the critical, creative, and practical thinking skills that you
need in order to be successful as college students, professionals, and citizens.
Required Materials
I expect you to come to class each period with the materials necessary to be successful. Please be
sure to pack the materials you need in a backpack and leave them there so you do not forget to
bring them to class. To be successful in the class, please bring with you to each class period:
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A writing utensil
A notebook
Any class materials needed for the day (homework, readings, etc.)
A gluestick
If you cannot afford any of these materials, please see me as soon as possible so that we can
ensure you have the materials you need to be successful.
Readings will be provided in the class. For the first six weeks, we will be using the textbook, A
Reader’s Journey. The only item you will have to get is a book for independent reading; however,
I have many books available in the class, and as a Dallas ISD student, you have access to the
public library as well.
Also, if you do not have a Smartphone, please let me know as soon as possible. We may do
activities that involve Smartphones, and I want to plan accordingly if students do not have
access to these devices.
Dallas ISD Student Core Beliefs
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My future success depends on working hard today.
I have high expectations for myself, my classmates, and my school.
I am for excellence even when it’s difficult.
Behavioral Expectations
In order to build a positive classroom culture that is conducive to learning, we must have a few
policies in place to avoid conflicts. Bear in mind that because you are students at an early college
high school, I have very high expectations of you, both academically and behaviorally. Thus, I
will generally manage the classroom as a college-level classroom is managed. For example, you
do not need a pass to go to the bathroom. That being said, I do expect everyone to behave as
college students would: do not go to the bathroom to use your cell phone or walk around the
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school. I do expect you to be completely invested in your own success, and thus, if I judge that
any privileges are being abused, I will intervene.
Cell Phones/Technological Devices
You are permitted—and encouraged—to use technological devices for educational purposes in
this course. Educational purposes may include:
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Researching a class-related topic
Using an online dictionary/thesaurus to look up a word
Using an app to complete a class-related activity
Educational purposes does not include texting friends or using Facebook. If I judge that your
use of a cell phone or other technological device has become a distraction, we will meet to
discuss solutions. If the problem persists, I will contact your parents/guardians.
Please note that I comply with district policies regarding permissible Internet use. If you use
the Internet in a way that violates any of these policies, I will report the incident to the school.
Tolerance and Respect
This classroom is built upon respect and tolerance. Each person brings to the classroom a
unique perspective and set of life experiences. I do expect that each student respects other
viewpoints. You are allowed to disagree; however, you must do so in a respectful manner.
Additionally, no student will disrespect any other person present in the classroom for reasons
related to gender, sexual orientation, race, ethnicity, nationality, disability, or culture.
If you violate these rules, I will first meet with you to discuss the problem. If the problem
persists, I will contact your parents/guardians.
Classroom Procedures:
Before entering the classroom, we will line up outside to take attendance and make sure
everyone is ready to go. When you enter the classroom, you will immediately get started on the
“Do-Now” warmup activity, which you find posted on the board. Once you have finished the DoNow, you will paste the Lesson Objectives (also on the board) in your notebook. Be sure to
submit to me any completed homework.
After the lesson of the day and any associated activities and prior to leaving class, each student
will complete a “Demonstration of Learning,” a short, independent activity which will help me
gauge whether the lesson was effective, and if not, what needs to be done.
Please do not leave until class has been dismissed. I will always do my best to end class on time
so that you can get to your next class. However, do not start packing up early and leaving until
I have dismissed class.
Grading Policy
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Classwork/Homework: 40% grade weight (homework not to account for more than half
of this percentage)
Tests/Quizzes: 25% grade weight
Projects: 20% grade weight (“projects” include composition papers, research papers,
presentations, and reports)
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Six-Weeks Test Grade: 15% grade weight
Numerical grades will be issued in all courses in all Dallas ISD secondary schools. Grade ranges
are as follows:
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70 to 100 = Passing
Below 70 = Failing
I = Incomplete (assignment must be made up within 10 school days or “I” becomes 50%.
See below sub-section for details.)
Retesting Procedures/Make-Up & Late Work
You are allowed to retake any major test you have failed, with the exception of ACPs, which
must be rescheduled by the assistant principal*. Any retakes must be taken within five days of
receiving the failing grade or no later than 10 days from the original test date. The higher
score earned will be recorded, and the lower score will be removed. The scores will not
be averaged.
You are permitted to make up assignments and tests without grade penalty after an excused
absence. After an absence, you have two days for every day missed to complete the missed
assignment or test.
You have at least one opportunity to submit late work not related to an absence. If the work is
one class period late, the final grade will be deducted 25%. If work is submitted two or more
days late, the final grade will be deducted 40%.
*This class has no ACP.
Attendance Policy
Regular attendance is essential for your success in this class. If you are absent five percent of the
time a class is offered in a semester, I will send a warning letter to the assistant principal, who
will send the letter to your parent/guardian. Here is the five-percent formula determining how
many classes must be missed to warrant a warning letter:
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A-Days: 52 days in Semester One x 5% = three absences max
B-Days: 37 days in Semester One x 5% = two absences max
If you miss nine percent of the classes offered in a semester (five days for A-Days and three
absences for B-Days), I will complete a violation letter, which the assistant principal will send to
your parent/guardian.
If you have extenuating circumstances which prevent you from attending school for a length
period of time, the Attendance Review Committee will meet with you and your parent/guardian
to assess the situation.
You are also expected to be to class on time and ready to learn each period. If you are more than
15 minutes late, you will be marked absent (same goes for leaving 15 minutes early). For ADays, three tardies equal one absence; for B-Days, two tardies equal one absence.
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Projects/Rubrics
For this class, you will complete a project based on the book you choose to read independently.
You may select what type of project you will complete from the list below. Note: For any
project with a stated page length requirement, 11- to 12-point font size with a readable typeface
and 1.5 line spacing.
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Write your own scene: Write a scene that could have happened in the book you read,
but did not. Be sure to write in the same style as the author. Your rewritten scene
should be between two to four pages in length. Additionally, on a separate page, include
an explanation of what has occurred up until this point in the novel and give a general
description of the characters. In a second paragraph, explain why you made the changes
you did and how they would have affected the outcome.
Rewrite the ending: If you did not care for the way your book ended, here is your
opportunity to change it. Rewrite a new ending to the book you read. Be sure to write in
the style of the author, but do not include any of the original language. Your rewritten
ending should be between two to four pages in length. Do not explain how the ending
should be changed. Rather, write as if you were writing the story. On a separate page,
describe the original ending, the changes you made, and why you made the changes you
did. Include a Xerox copy of the last three pages of the novel you read.
Map: If the book you read involves a number of locations within a town, country, or
other geographical area, create a map. First, make a list of all the locations—for
example, houses, stores, streets, parks, lakes, etc. that are mentioned in your book’s
setting. Then draw a map showing a bird’s-eye view of the area. Label each location.
Below the map, create a legend with a list of all the locations and a detailed description
to be seen clearly. All writing should be done in black ink or magic marker. Your map
should include at least ten locations; otherwise, the map is likely not an appropriate
project for your novel. It should be evident that the book was read and analyzed
appropriately based on the appearance of the map. The map should consist of original
drawing, symbols, and illustrations.
TimeLine: Brainstorm a list of all the major events in the plot from beginning to end,
and then organize them, not necessarily in the order they are written, but in the order
they would have happened if the events actually took place in real life. Create a timeline
using a long strip of paper. On your timeline, write a short description of what happens
for each event and, if possible, identify the time of each event with dates, seasons, etc.
Add pictures and/or symbols to make your timeline colorful. All writing should be done
in black magic marker or typed and then neatly taped onto the timeline. Include at least
15 or more entries.
Note: Rubrics will be handed out to you when the project is assigned.
Assessments
October 2, 2015: Six-weeks exam
November 2, 2015: Project 1 due
November 6, 2015: Second six-weeks exam
December 18: Project II due
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Disabilities
Section 504 of the Rehabilitation Act of 1973 guarantees that students with disabilities may
receive accommodations and services to ensure that their individual educational needs are met
as adequately as those of non-disabled students. If you have a documented disability that might
affect you in the classroom, please meet with me as soon as possible so that any arrangements
you need to be successful in the classroom can be made. Additionally, if you have not already
done so, please contact the district’s Section 504 and Dyslexia Services.
Classroom Website
I have created a website for our class, where you will find the tentative class schedule and any
necessary documents and information you need. For example, if you miss a class, you can easily
find what you missed on the website and print out any necessary documents. If you prefer to
submit the work electronically in the case of an absence, you can send the assignment to my
email. I will respond to let you know that I received it.
Class website URL: http://mslankreadingwriting.weebly.com
Conference Hours/Tutoring Times/Contact
I am here for you if you need additional help! Please speak up if you need help: this is a very
important skill to have in college. My tutoring hours are Mondays and Wednesdays from 4 to 5
p.m. and Thursdays from 4 to 4:30. If you need to meet outside of these hours, please schedule
an appointment with me.
You may contact me at my Dallas ISD email, vlank@dallasisd.org. If you need to call, please
call the main Garza office phone number, (214) 860.3680 and leave your name and number.
My conference hours are period are third and seventh periods (third period is MWF from 11:10
a.m. to 1:20 p.m., and seventh is T/TR from 11:00 a.m. to 1:55 p.m.
Academic Integrity Statement
I will use my own thoughts and works and will do my own work to support my own learning.
This means:
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NO CHEATING!
NO COPYING!
NO STEALING!
NO PLAGIARISM!
NO REPRESENTING SOMEONE ELSE’S WORK AS YOUR OWN!
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Student name: ________________________________ Period: ________ Date: ____________
Dear Garza Parents and Guardians,
I am excited to have your child in my class this semester! My goal is to prepare your child for
the academic challenges that he/she will encounter at Garza and beyond. In order for the
learning environment to be a welcome and safe place, each student must adhere to the policies
outlined in this syllabus and in the student handbook. Please take a few minutes and review this
syllabus to understand what is expected from your child in this class, what you can expect your
child to achieve, and what rules your child must follow to promote a healthy learning
environment. To document that you have read the syllabus, please sign below.
Again, I am thrilled to have your child in my class this semester and am available to you should
you have any questions or concerns. As stated above, my email is vlank@dallasisd.org, and to
reach me by phone, you can call the main Garza office line and leave a message including your
name and number. Thank you again, and I look forward to working with you and your child this
semester!
Sincerely,
Ms. V. Lank
Parent/Guardian Agreement to Syllabus Terms
I, ______________________________, have read and reviewed the class syllabus with my child,
_____________________________________. My child fully understands that he/she is
responsible for complying with the class rules and district policies.
Parent Name (Please Print): ___________________________
Parent Email: _____________________________
Parent Phone Number: _________________________
Best Time to Call? _____________________
Parent Signature Agreeing to Above Statement: _____________________________
Student Agreement to Syllabus Terms
I, _________________________________, have read and reviewed the class syllabus with my
parent/guardian. I fully understand that I am responsible for complying with class rules and
district policies. Additionally, I agree to the Academic Integrity Statement.
Student Name (Please Print): __________________________
Student Email: ___________________________
Student Signature Agreeing to Above Statement: _____________________________
Teacher Agreement to Syllabus Terms
I, Victoria Lank, have read and reviewed the class syllabus. I understand that I am responsible
for complying with class rules and district policies.
Teacher Signature: ________________________________
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