Mr.
Vince Fanucchi (661) 327-2578
Garces
Memorial High School vfanucchi@garces.org
English
10CP
Course
Description
English
10 (CP) is a survey of some of the masterpieces of World Literature from the Old
Testament and Homer to the present. This course will introduce students to the
literature and cultural traditions of various Western and non-Western
countries, and will focus on the different perspectives, values, and world
views that each piece of literature presents. This sophomore English course
also builds on the writing skills acquired in the freshman year by emphasizing
an integrated program of grammar skills and proficiency in composition.
Emphasis will be given to the development of a well-constructed theme (3-5
paragraphs) and to the four types of themes: exposition, narration,
description, and argumentation.
Student
Outcomes
Upon
completion of this course, the student will be able to
Required Texts
1.
The Absolutely True Diary of a Part-Time Indian (Alexie)
2.
Vocabulary Energizers II (Popkin)
3.
The Oedipus Cycle (Sophocles)
4.
Macbeth (Shakespeare – Folger
edition)
5.
Things Fall Apart (Achebe)
6.
Animal Farm (Orwell)
7.
Night (Wiesel)
8.
When Broken Glass Floats (Him)
9.
The Kite Runner (Hosseini)
(All books are available in paperback and can often
be found used.)
Required
Materials
1. binder (one-half-inch or larger) to be used as
a writing portfolio for this class only
(this will usually be stored in the classroom)
2. A spiral-bound, college-ruled* notebook to be
used for this class only
3. Black/pens and
number-two pencils
4. A folder or binder
in which to store worksheets and hand-outs
5. The school-issued
student planner
Note: All five
materials, plus whatever book we are studying, must be with you each day. If
you are absent, please check the website to know which book to bring to class.
*Any work submitted on wide-ruled paper will NOT be
accepted and will result in a “zero” in the grade book. I will only accept
college-ruled paper and notebooks.
Contact
e-mail: The best
way to reach me is by e-mail (vfanucchi@garces.org). On school days, I often
check my email several times a day and will respond rather quickly. For
up-to-date grade information, please refer to NetClassroom,
a free program available through the school office.
Grades
Total
Points:
Grades are based upon a “total points” system, with the following, approximate breakdowns per semester:
FIRST SEMESTER SECOND
SEMESTER
5% - Summer Reading
35% - Writing 40% -
Writing
30% - Tests 30%
- Tests
15% - Quizzes 15%
- Quizzes
15% - Miscellaneous* 15%
- Miscellaneous*
Final exams are 20%
of the final semester grade.
*Includes
in-class assignments, homework, and participation.
Participation: I expect you to
actively participate in classroom activities and discussion. Simply sitting
quietly will not add much to this grade. Ask questions; share your thoughts on
a subject; your learning will be greatly increased by making this change.
Extra
Credit:
While there may be the rare assignment offered to the entire class for a small
number of points, I will never assign individual extra credit.
Formal
Essays:
Please carefully read the hand-out provided with this document for guidelines
on formal essays.
Classroom
Behavior and Expectations
Respect: This
classroom is a scholarly community. As such, I expect you to fully participate
and to always demonstrate respect for yourself and to those around you. This
includes listening when others have the floor to speak as well as not damaging
the property of others, including the school. Further, I will not allow hateful
speech in my classroom.
Tardies: You are
considered tardy if you are not in your seat when the bell finishes ringing. If
you are late to class for any reason, please obtain an admit slip from the
Admissions office before you come to class, even if you have a note from
another staff member.
Bathroom
Policy:
Because leaving to use the restroom during class time takes away from classroom
focus and the learning environment, I expect you to take care of using the
restroom during breaks and lunch, not during class time. If you have a legitimate emergency (you are going to
vomit, for example), simply leave class to take care of it. You may explain to
me after class. Otherwise, an after-school JUG will be issued to any student
who chooses to use the restroom during class.
Daily
Materials:
As you know, coming to class unprepared is not conducive to learning. Bring
your materials to class each day in order to optimize your learning.
Dress
Code:
I expect you to review the dress code (per the Student Handbook) and to adhere
to it. The penalty for failing to do so will range from a JUG to dismissal from
class.
Food,
Drinks, Gum:
You may have water in class. However, food and other drinks are not allowed. You
are welcome to chew gum if it stays either in your mouth or in the trash can.
Collaboration: Collaboration is
one opportunity to speak to me regarding any questions you have concerning the
class or to make up missing tests and quizzes. Attendance of Collaboration is
voluntary, unless your grade drops below a “C-“ or you
have missed a test or quiz. I am also
available after school on Green days for outside help and test/quiz make-up.
Cell
Phones/MP3 Players:
Cell phones are useful devices that have become pervasive in contemporary
society. However, texting or playing games on your phone during class is
detrimental to your learning. You have
three choices in my class: (1) turn your phone completely off OR on silent
(without vibration) and place it in your backpack or (2) turn your phone off
and place it in the space I provide in my classroom cupboards. Knowing how to
“un-plug” to focus on the task at hand is a valuable skill, and I am happy to
help you learn it.
MP3
players, such as iPods, should also remain off and in your backpack during
class.
Academic
Dishonesty:
Homework/Outside Preparation
While
the research on the usefulness homework is inconclusive, at best, at the high
school level, most educators agree that some outside preparation is necessary,
particularly for college-prep and honors students. The “go-to” figure is 10
minutes per night per grade level. For sophomores, this means 100 minutes per
night. Because we are on the block schedule, students have, at most, four
classes per day. As
a result, I feel comfortable requiring students to spend 25 minutes per class
meeting in preparation for English 10CP. Please review the following guidelines
for homework/outside preparation in this course:
ń The preparation
will include one or more of the following: reading the assigned texts, studying
for upcoming quizzes and tests, grammar development, and essay composition.
ń All
homework/outside preparation should be completed without distraction. This
means cell phones, televisions, etc. should be turned off for the full 25
minutes.
ń If students work
diligently in class and spend their study time uninterrupted, 25 minutes should
be sufficient to prepare for class. Because reading speed varies, there are
times when the assigned text could require a bit more time, especially for
students not used to reading, but this will not be the norm.
ń Homework should be
done on the night it is assigned, not the night before it is due. One of the
benefits of the block schedule is it allows for time to consult with the
teacher before the next class meeting. However, this can only occur if students
complete homework when assigned.
ń This
25-minutes-per-class-meeting system will only work if students have regular
attendance. If a student misses class for any reason, he or she is required to
make up the material
on his or her own time. I am available during collaboration, as
well as after school on a daily basis.
This
course will be both challenging and rewarding. I look forward to learning
together!
Finally…
I
look forward to an interesting, productive year! If you work hard and push
yourselves, I guarantee that you will be better writers, readers, and thinkers
by the end of this year. My expectations for you are high because I know that
you are all very capable individuals with a lot to contribute to Garces and
society.
-
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Please
read this together with your parents and sign this page.
Acknowledgement
Form – English 10CP (To
be signed and returned by August 16, 2011.)
I
have read this course syllabus, shared it with my parent(s)/guardian(s), and
understand what my responsibilities are as a student in this class and that my
success in this or any class will depend largely upon my attitude and
dedication.
_____________________________________
___________________
(student’s
signature)
(date)
_____________________________________
___________________
(parent/guardian’s
signature)
(date)
________________________________________________________________________________________________________________________________________________
STRONG BODY
(ELECTIVE)
Grade Level 10 - 12
Length of Course 1 semesters
Maximum Credit 5 units
Type Elective and fulfills one semester of the physical education requirement.
Recommendation for Enrollment Pass Physical Education 9-11
(Core requirement for all freshman)
This elective co-ed physical education class is open to all 10th through 12th grade students who are interested in improving their level of fitness through weight training and a variety of cross training activities. The focus of study is to develop a personalized fitness plan for lifetime fitness. Special emphasis will be placed on weight training, fitness and the analysis of movement. Additionally, this course will address movement skills and knowledge, self-image and personal development and social development. These activities will be offered in a non-threatening and safe environment so students will be able to develop and achieve the objectives set forth in this course of study.
This course is designed to help students improve and show competency in the following areas:
A. To understand the fundamentals of weight training and
movement
B. To demonstrate personal improvement in weight training and
physical fitness
C. To develop an awareness and understanding of the relationship
between personal fitness and social development
D. To develop an interest and proficiency in activities that lead to
achieving personal goals for lifetime fitness
Students will be expected to show competency in the following areas:
A. Knowledge
1. Understand the fundamentals of weight training and
movement
2. Analyze proper techniques used in weight training
B. Fitness and Movement Skills
1. Acquire the skills needed to select appropriate activities to
develop and maintain a high level of physical fitness
2. Attain the highest possible degree of physical fitness
3. Demonstrate personal improvement in weight training and
physical fitness tests
4. Develop a wide variety of movement skills and exercises to
enhance total fitness
C. Personal and Social Development
1. Develop and maintain a positive self-image by achieving
self-confidence and self-realization through physical
activity
2. Set personal goals for improving health through physical
fitness
3. Build personal relationships, learn teamwork and develop
strategies for resolving conflicts within a group
4. Demonstrate leadership as well as fellowship
5 Identify preferences for types of physical activities which
can be pursued throughout life for good physical health
V. ASSESSMENT PROCEDURES
Students will be assessed in four different areas which, when combined, will
total 100%.
A. Knowledge (Cognitive) - 20%
1. Written Examinations (Unit test and Semester Final)
a. Knowledge of movement and weight training
b. Knowledge of the anatomical and physiological
aspects of the body.
c. Knowledge of cross over training activities
B. Personal and Social Responsibility - 20%
1. Proper Physical Education Attire
2. Daily Participation and Effort
3. Cooperation
4. Respect
5. Responsibility
1. Appropriate social behavior and interaction
2. Abiding by class and school rules
C. Movement Skills – 40%
1. Skill tests
2. Cross training activities
3. Knowledge and application of a variety of movement and
weight training skills
D. Personal Fitness – 20%
1. Personal fitness program
2. Formal fitness assessments
3. Cardiovascular goals and assessments
4. Weight room goals and assessments
5. Portfolio of activities and achievements
98 – 100 A+ 77 – 79 C+
93 – 97 A 73 – 76 C
90 – 92 A- 70 – 72 C-
87 – 89 B+ 67 – 69 D+
83 – 86 B 63 – 66 D
80 – 82 B- 60 – 62 D-
59 and lower F
See the Garces Memorial High School Parent/Student Handbook.
This is a period in which students can meet with their teachers without the interference of after school activities. This period will be used to make up physical fitness or written tests. If a student is assigned to attend a collaboration period, but does not report to their required collaboration, he/she will be referred to the Dean’s Office for disciplinary action.
IX. PARTICIPATION IN SCHOOL SPORTS
Participation in any extracurricular athletic events does not excuse a student from participating in Strong Body. Special consideration will be given on days when we run long distances, but students will still be responsible for any anaerobic exercise during class.
X. CLASS PARTICIPATION EXCUSES
A parent note may excuse a student from participation in Strong Body but any excuses beyond a three day period must have a physicians note. Parents are encouraged to refrain from excusing students on a frequent basis. This class is designed for the student to participate regularly during class time in order to receive the benefits.
PARENT AND STUDENT ACKNOWLEDGEMENT
I have read and understand both the department handbook and the Strong Body Course Expectations and Grading Guidelines.
Parent Signature __________________________ Date ____________________
Student Signature _________________________ Date ____________________