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9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

Course Title:

9 th Grade English I Honors (1 unit of English Credit)

Teacher:

Mrs. Jennifer Halliwell- jlhalli@oconee.k12.sc.us

Web Site:

http://www.oconee.k12.sc.us/teachers/jhalliwell

Extra Help:

M-Th 3:00-3:30; Wednesdays until 3:45

Planning:

8:00-9:30 Monday-Friday (Call 885-5000 to set up conferences)

Prerequisites:

Successful Completion of 8 th Grade Honors Language Arts or Teacher Placement

Course Description:

Students will explore literature from ancient world epics through modern novels, emphasizing the various genres, authors, cultures, and history surrounding each piece of literature. They will interpret, analyze, evaluate, and critique literature. They will demonstrate their understanding through discussions, presentations, and essays. They will research many topics throughout the year and will produce a major research paper. Students must demonstrate mastery of grammar and usage and will develop their written and spoken vocabularies. This course begins the preparation for the senior Advanced Placement English exam. Summer readings are required. The state English I end-of-course tests will be given as the final exam in this course and will count 20% of the student’s final grade.

Learning/Developmental Goals:

This course is designed to meet South Carolina State Standards for Language Arts. The standards for grade nine are:

Understanding and Using Literary Texts

Standard E1-1

The student will read and comprehend a variety of literary texts in print and nonprint formats.

Indicators:

E1-1.1

Compare/contrast ideas within and across literary texts to make inferences.

E1-1.2

Analyze the impact of point of view on literary texts.

E1-1.3

Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).

E1-1.4

Analyze the relationship among character, plot, and theme in a given literary text.

E1-1.5

Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing,

symbolism, irony, and allusion) on the meaning of literary texts. E1-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions, and the visual and performing arts.

E1-1.7 Carry out independent reading for extended periods of time to derive pleasure.

Understanding and Using Informational Texts

Standard E1-2- The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicators:

E1-2.1

Compare/contrast theses within and across informational texts.

E1-2.2

Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.3

Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion

E1-2.4

of particular information, and unsupported opinion. Create responses to informational texts through a variety of methods such as drawings, written works, oral

E1-2.5

presentations, and media productions. Carry out independent reading for extended periods of time to gain information.

E1-2.6

Analyze the impact that text elements have on the meaning of a given informational text.

E1-2.7

Analyze information from graphic features such as charts and graphs in informational texts.

E1-2.8

Analyze informational texts to identify propaganda techniques.

Building Vocabulary

Standard E1-3

- The student will use word analysis and vocabulary strategies to read fluently.

Indicators:

E1-3.1

Use context clues to determine the meaning of technical terms and other unfamiliar words.

9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

E1-3.2 Analyze the meaning of words by using knowledge of Greek and Latin roots and affixes. E1-3.3 Interpret the connotations of words to understand the meaning of a given text. Developing Written Communications Standard E1-4- The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

Indicators:

E1-4.1

Use prewriting techniques such as creating lists, having discussions, using graphic organizers, using models, and using outlines to organize written works.

E1-4.2

Use complete sentences in a variety of types: simple, compound, complex, and compound-complex.

E1-4.3

Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis,

E1-4.4

and use support such as definitions and descriptions. Use the conventions of written Standard American English.

E1-4.5

Use proofreading skills to edit for the correct use of written Standard American English.

E1-4.6

Use revision strategies to improve the organization and development of content and the quality of voice in written works.

Producing Written Communications in a Variety of Forms

Standard E1-5- The student will write for a variety of purposes and audiences.

Indicators:

E1-5.1 Create informational pieces such as letters of request, inquiry, or complaint that use language appropriate for the specific audience. E1-5.2 Create narratives such as personal essays, memoirs, or narrative poems that use descriptive language to create tone and mood. E1-5.3 Create descriptions for use in other modes of written works such as narratives and expository or persuasive pieces. E1-5.4 Create persuasive pieces such as editorials, essays, speeches, or reports that develop a clearly stated thesis and use support such as facts, statistics, and firsthand accounts.

Applying the Skills of Inquiry and Oral Communication Standard E1-6- The student will access and use information from a variety of sources.

Indicators:

E1-6.1

Clarify and refine a research topic.

E1-6.2

Use direct quotations, paraphrasing, or summaries to incorporate into oral or written works the information

gathered from a variety of research sources. E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information

and the use of in-text citations) to properly credit the work of others. E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations. E1-6.7 Use a variety of print and electronic reference materials. E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Class Structure

v Bell Work- Bell work should be started immediately upon entering the classroom.

9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

o

Monday- Academic Initiative Assignment (Reading or Writing)

o

Tuesday- Grammar

o

Wednesday- Academic Initiative Writing Assignment

o

Thursday- Grammar Quiz

o

Friday- Academic Initiative Reading Assignment

v Reading/Writing/Research Instructional Units

Reading/Writing/Research Instructional Units (in no particular order):

Grammar

( 3 Weeks)

Self-Selected

Reading

Project #1

( 5 Weeks)

Vocabulary

Development

(33 Weeks)

6+1 Traits of Writing

(3 Weeks)

Basic Literary

Elements

( 1 Week)

Essential Questions

Content

Is the application of Standard

The four parts of grammar:

American English important?

- Parts of speech

Can the proper use of Standard American English improve writing skills?

How does the knowledge of correct written and oral Standard American English improve the speaking and writing skills of a student?

Why is reading important?

Why is reading for enjoyment important?

What is the significance of learning how to present in front of peers?

What vocabulary is essential for the technical college bound student?

What vocabulary is essential for the college bound student?

How does the use of vocabulary enhance standardized testing scores?

Why is being able to write important? When will the student have to write in his or her everyday life? What are the 6+1 Traits of Writing and how do they improve writing?

Why do we read and write fiction?

Why is it important to be able to recognize basic literary elements?

Where is it appropriate to use one mode of expression over another?

.:

- Parts of the sentence

- Phrases

- Clauses

Common English grammar and usage

problems

SSR Project includes a reading component, a communication component, a writing component, and a research component.

Greek and Latin roots Greek and Latin prefixes Greek and Latin suffixes

Explain 6 + 1 Traits of Writing Review all types of essays Review outlines, paragraphs, and sentence forms Review the use of titles

-The six elements of fiction:

1. Point of View (1st and 3rd person)

2. Characterization

3. Style

4. Setting

5. Plot (exposition, narrative hook, rising

action, suspense, foreshadowing, climax, falling action, resolution) -External Conflict (Man vs. Man, Man vs. Nature, Man vs. Technology)

-Internal Conflict

6. Theme

-Figurative Language including alliteration, allusions, analogy, euphemism, hyperbole, imagery, irony, metaphor, onomatopoeia,

oxymoron, paradox, personification, rhyme, rhythm, similes, and symbols.

Skills

Assessment

Resources

1. Parts of Speech

-

Grammar Class

Magic Lens, Volume I

2. Correct Use of Punctuation

work/Homework Exercises

By: Michael Clay

3. Formation Of Complete Sentences

- Grammar Tests

Thompson

4. Vocabulary and Spelling

- Peer Editing Activities

5. Complete Sentences

- Usage of Standard

6. Comma Usage

American English in

7. Subject and Verb Agreement

Compositions

8. Composition Skills

 

1. Draw upon a variety of strategies

- Book Review

Sample completed

to comprehend, interpret, analyze

- Test Questions

projects

and evaluate what he or she reads.

- In-class presentation

Self-selected Reading

2.

Write for different audiences and

- Writing Project

Contract

purposes.

- Research Project

Handout of Self-Selected

3. Create legible texts.

Reading Project

4. Recognize, demonstrate, and

Rubric

analyze the qualities of effective

 

communication.

- Assessments from the

Wordly Wise 3000

Lessons include in class activities, homework, independent study, and preparation for standardized tests.

Wordly Wise 3000

(Volume 9)

Apply a process approach to writing Write for a variety of purposes Write legible texts

6 + 1 Traits of Writing Rubric Essay

6 + 1 Writing book Various handouts explaining and organizing the types of essays

1.

Analyze and evaluate how literary

-

Literary Elements Pretest

Six Elements of Fiction

elements such as character, plot,

setting, and theme contribute to the

-

Literary Elements

Literary Terms and

Techniques Handout

Post-test

unity and effectiveness of a literary

Handout: 6 Elements of

work.

Fiction

2. Analyze and evaluate how literary

devices such as figurative language, allusion, dialect, irony, and symbolism contribute to the unity

and effectiveness of a literary work.

3. Analyze and evaluate how

stylistic decisions (e.g., structure,

point of view, word choice, exaggeration) contribute to the impact of a literary selection.

4. Use narrative and imaginative

modes in appropriate context.

5. Use a short story to express ideas

appropriate to audience and purpose.

9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

Self-Selected

Reading

Project #2

(5 Weeks)

Short Stories

(4 Weeks)

The Old Man and The Sea

(3 Weeks)

Self-Selected

Reading

Project #3

(5 Weeks)

Legends and

The Pearl

(4 Weeks)

Poetry

(4 Weeks)

Same as Self-Selected Reading Project #1

What is a short story?

What are the elements of a short story?

How do you use the elements of a short story in order to craft a short story?

What are some of the daily struggles people must face?

How do people struggle to achieve goals in life?

Is pushing yourself beyond your limits more important than winning?

Does suffering making the human spirit stronger?

Do the personal qualities of determination, pride, and endurance triumph over adversity?

Same as Self-Selected Reading Project #1

How do legends originate?

How do legends appeal to people?

Theme 1 - Transitions Selections and Literary Element "Everyday Use" - Point of View; Purpose "Two Kinds" - Conflict; Tone; Plot; Irony "Catch the Moon"- Imagery; Plot, Similes, Symbol "Through the Tunnel" - Plot

Theme 2 - Making Choices Selections and Literary Element "The Boar Hunt" and "Delicious Death"- Point of View; Plot; Conflict "The Monkey's Paw"- Suspense; Theme; Plot "Contents of the Dead Man's Pocket" - Point of View; Irony; Metaphor; Character; Theme

Theme 3 - Twists Selections and Literary Elements "The Happy Man's Shirt" - Symbol "The Californian's Tale" - Style; Oxymoron; Setting; Characterization "The False Gems"- Point of View; Style; Conflict; Theme; Character

Theme 4- Challenges and Consequences Selections and Literary Elements "Waltz of the Fat Man"- Magical realism; Plot; Personification; Symbolism "The Masque of the Red Death"- Setting; Mood; Character; Foreshadowing

The Old Man and the Sea

from "Le Morte d' Arthur"- Dialogue; Setting; Theme; Character; Imagery; Diction "The Passing of Arthur"- Narrative poetry; Blank verse; Imagery; Mood; Characters "Arthur Becomes King"- Tone; Plot; Simile; Characters; Hyperbole "Where the Girl Rescues Her Brother"- Suspense; Plot Novel- The Pearl by John Steinbeck

What are the elements of poetry?

Theme 1- Loves and Losses

"-

How is a poem created?

Selections "Eldorado"- Narrative Poetry

Why is poetry interesting?

"One Perfect Rose" and "Shall I Compare Thee"- Sonnet; Rhyme and Form;

How can learning about poetry be

Explain the different types of

Compare/Contrast

fun and rewarding?

poetry?

"Simile" and "Well, I Have Lost You Compare/Contrast; Simile "The Glory of the Day Was in Her Face" and "Missing You"- Metaphor "First Lesson" and "Those Winter

How do I create/author my own poem?

Sundays"- Alliteration; Assonance; Consonance Theme 2: Issues of Identity Selections "Afro-American Fragment"- Free Verse;

1. Understand a short story

-

Objective Tests and

Glencoe 5th course

2. Recognize the use of literary

Quizzes

elements in a short story

- Class Discussion

3.

Understand written text by

- Group Activities

drawing conclusions and making

- Written Essay- Write a

inferences

short story

4.

Express understanding of the

work through a choice of writing formats

 

5.

Read and analyze short stories

1.

Develop an understanding of

-

Objective Tests and

The Old Man and the Sea

literature through written and oral

Quizzes

analysis

- Class Discussion

2.

Develop analytical and creative

- Group Activities

writing skills

- Written Essay

3.

Understand literary techniques

used in the novel

 

1.

Understand the elements of

- Unit Test

Glencoe Course 5

legends

- Theme Quiz

The Pearl

2.

Understand and adapt strategies

- Writing Assignment-

for reading and comprehending

Legend

legends

- Novel test- The Pearl

3.

Analyze the literary elements in

legends

 

4.

Apply strategies for reading

legends

 

5.

Read a definition and description

of legends and folklore

 

6.

Understand the distinction

between myths and legends

 

7. Analyze the dialogue in a legend

1. Read and understand poetry.

- Unit test

Glencoe 5th Course

2. Write their own poem(s).

- Writing Assignment

Writing Poetry Handouts

3. Express knowledge of the

- Oral recitation

elements of poetry through various

assignments.

4. Evaluate poetry using various

techniques.

- Poetry Anthology

9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

Self-Selected

Reading

Project #4

(5 Weeks)

Romeo and

Juliet (Drama)

(4 Weeks)

Self-Selected

Reading

Project #5

(5 Weeks)

Research

(3 Weeks)

End-of-Course

Test Review

(1 Week)

Mythology and

Antigone

( 5 Weeks)

Self-Selected

Reading

Project #6

(4 Weeks)

The Bronx

Masquerade

(1 Week)

Same as Self-Selected Reading Project #1

Imagery; Tone "Ex- Basketball Player" and "Miss Rosie"- Tone; Imagery "Making a Fist" and "What We Believe"- Symbol; Metaphor "Freeway 280"- Speaker; Metaphor "Jazz Fantasia"- Onomatopoeia; Diction

What strategies should I use when

-

Strategies - predict, connect, question,

reading drama?

visualize, listen, imagine, clarify, interpret, review, respond

How can I conquer Elizabethan

-

Elizabethan language - meter, rhyme,

language?

prose, contractions, archaic words and expressions, insults, puns

How are Shakespearean plays

- Graphic organizers - Venn diagrams

structured?

- Structure - exposition, rising action,

What literary elements do I need to

climax, falling action, resolution, denouement, chorus, act, scene,

look for when reading

-

Literary elements - oxymoron, dramatic

Shakespeare?

irony, soliloquy, foil, metaphor, tragedy

How can I use graphic organizers to plan a comparison/contrast essay?

What strategies do I need to incorporate in the writing process?

Same as Project #1

Why is the ability to complete a

- Ask questions to guide research.

research project significant?

- Establish a problem or question to

research.

How would knowing about research help a student?

-

Use district approved research techniques.

Why must all students be on grade level?

Demonstrate the ability to master all aspects of the English I standards.

-

Edith Hamilton's Mythology (Chapter 1;

How are the conflicts faced by people of ancient Greece and

What am I learning about

The Trojan War)

Rome similar to those conflicts

- Antigone

faced by our society?

mythology and the people who wrote the myths?

How did the people of ancient Greece and Rome use myths to explain unknown elements in their lives?

Does our society create similar explanations?

How is mythology relevant to my life today?

How does a person's tragic flaw affect their life?

Same as Project #1

How does poetry relate to everyday life?

Is poetry useful to students?

- Identify figurative language.

- Identify the characteristics of poetry.

- Identify the elements of poetry.

- Identify the elements of a novel.

1.

To be able to comprehend and

- Summaries of acts

Glencoe Literature

interpret drama

- Completed Study Guide

Course 4

2.

To develop strategies for reading

- Newspaper Articles

Shakespeare on the

drama and Elizabethan verse

(Writing Assignment #1)

Double! Romeo and Juliet

3.

To respond through standard

- Quizzes on acts

(Mary Ellen Snodgrass,

written and oral communication

- Unit test

Translator)

4.

To examine reasons for using

- Comparison/contrast

Audio - ROMEO &

literary elements

essay (Writing Assignment

JULIET (From Glencoe

5. To identify universal themes

 

#2)

CD)

6. To write concisely and specifically

Visual - Franco Zeffirelli's

when summarizing

 

ROMEO & JULIET

7. To participate in class discussions

 

1. Access and use information from

-

Power Point Presentation

Library

a

variety of appropriately selected

and Essay

Handouts

sources to extend his or her

 

knowledge.

2.

Demonstrate the ability to ask

questions to guide his or her research

 

inquiry.

 

3.

Demonstrate the ability to ask

questions to investigate all aspects of

 

topic, including various viewpoints regarding it.

a

 

Demonstrate the skills necessary for

Test counts 20% of

Passing the South

Company)

passing the ninth grade End-of-

student's total

grade

Carolina End of Course

Course exam.

Exam in English I (American Book

 

Handouts South Carolina Blueprint Practice Test

1.

Memorize Roman and Greek gods

-

Mythology Project on

Edith Hamilton's

and goddesses, their symbols, and

God or Goddess (includes

Mythology

domains

dressing as character)

Internet/Library

2.

Recognize modern allusions to

-

Unit Test on Mythology

Computer lab

mythology

and Antigone

Glencoe Course 5

3.

Understand the purposes for the

- Unit Project

development of myths

 

4. Summarize selected myths

5. Read and analyze a play about a

character that stands up for what she

believes is right

6.

Identify the protagonist and

antagonist in a play

 

7.

Identify the tragic flaw of a

character in a tragedy

 

1.

Draw upon a variety of strategies

- Poetry Test

Bronx Masquerade

to comprehend, interpret, analyze

- Write your own poem

Examples of poems

and evaluate what he or she reads.

- Extended metaphor poem

written by students

2. Analyze texts to compare and

contrast universal literary themes.

- Novel test

- Poetry Cafe

9th Grade Honors English Syllabus

Why read a novel about New York?

What is the importance of reading?

Evaluation:

Class work/Homework/Daily Work- 20% Quizzes- 20% Essays/Projects- 30% Major Tests- 30%

Description of Grading and Quality Work in English:

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

3. Demonstrate the ability to identify

literary elements within a novel.

4. Demonstrate the ability to identify

elements of poetry.

 

A

B

C

D

F

93-100%

85-92%

77-84%

70-76%

0-69%

Class work

Consistently on

Consistently on

Usually on

Rarely on time or completed

Rarely on time or completed

and

time

time

time

homework

   

20%

Exceeded stated

Occasionally

Met stated

Met minimum

Did not meet stated expectations

expectations

exceeded stated

expectations

stated

expectations

expectations

 

High quality

Average quality

Poor quality

work

Good quality

work

Poor quality

work

work

work

Mastered

Mastered most

Did not master appropriate skills

appropriate

Mastered appropriate

appropriate skills

Mastered some

skills

skills

appropriate skills

 

Occasionally

Consistently missed

Rarely missed

Rarely missed

missed

Missed multiple

assignments

assignments

assignments

assignments

assignments

Worked

Usually worked

Did not work independently

Did not work independently

independently

independently

Worked

 

independently

with some

guidance

Quizzes

Consistently scored

Occasionally scored

Rarely scored

Scored below

Failed or scored below average

20%

high

high

high

average

Essays and

High quality

Good quality

Average quality

Poor quality

Poor quality

Projects

product

product

product

product

product

30%

Exceeded stated

Exceeded stated

Met stated

Did not meet minimum stated expectations

expectations

expectations

expectations

Met minimum

Consistently on

Consistently on

Usually on

stated

 

time

time

time

expectations

Not on time or completed

Worked

Usually worked

Worked

Rarely on time or completed

independently

independently

independently

Did not work

9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

     

with some

 

independently

guidance

Did not work independently

Tests

30%

Consistently scored

Occasionally scored

Rarely scored

Scored below

Failed or scored below average

 

high

high

high

average

Homework Procedures:

1. Homework is not an optional assignment; therefore, it is expected to be done.

2. All homework assignments are due when they are due. If an assignment is turned in late, a ten point deduction will be taken each day up to one week. After a week, the highest grade a student will receive is a 50.

3. If for some reason you do not have your homework, you will receive lunch detention.

Make-Up Work Guidelines:

1. According to School District policy, if an absence is excused, you will have the same number of days as you missed

to make up your work without penalty. Please refer to your student handbook for more information on excused and unexcused absences.

2. If you are absent, it is YOUR responsibility to find out what you missed. Please look at your student handbook for more information on excused and unexcused absences.

3. YOU are expected to make arrangements to make up missed work.

Major Assignment/Essay Retake Policy:

1. All 9 th grade students will be allowed to correct major graded assignments that they scored a 69 or lower.

2. Requirements for retake- Reach your GOAL.

G

grades

80% of coursework completed for entire unit

O

on task

active participation during class

A

attendance

no more than 2 unexcused absences during a unit

L

leadership

one tutoring session prior to retest is required

3. Once the student has corrected the material, the student will be able to receive a grade of up to a 70.

4. The student will correct the material at an appointed time or on their own time if approved by the teacher.

5. The material must be corrected within 5 school days of the results of the first test.

6. The student may only correct an assignment once.

7. The student must attend a tutorial session and bring the original test or review materials.

8. The student must complete a Test/Essay Retake Agreement

Textbooks and/or Workbooks:

Glencoe Course 5 Literature Magic Lens by Michael Clay Thompson Wordly Wise 3000

Student Supplies:

· Pencils

· Blue or Black Pens

1 pack of assorted colored pens (at least 5 colors in a pack)

1

pack of assorted colored pens (at least 5 colors in a pack)

Highlighters

Highlighters

Loose leaf paper (college ruled)

Loose leaf paper (college ruled)

1 ½ inch three ring binder

1

½ inch three ring binder

pack of five dividers (labeled: Journal, Reading, Writing, Grammar, Vocabulary)

pack of five dividers (labeled: Journal, Reading, Writing, Grammar, Vocabulary)

4X6 index cards

4X6 index cards

Book cover

Book cover

4- two pocket three prong folders

4- two pocket three prong folders

Strongly Recommended: 512MB USB Flashdrive (or larger)

Strongly Recommended: 512MB USB Flashdrive (or larger)

Discipline Plan:

Bobcats Are:

9th Grade Honors English Syllabus

http://www.oconee.k12.sc.us/teachers/jhalliwell/Honorssyllabus.htm

Prepared- be prepared for class with all of your materials and arrive on time Respect- yourself and others Integrity- be honest and responsible Discipline- follow the school rules Everywhere!! By having PRIDE, students will reach their GOAL:

Grades- passing all 4 courses On Task- no more than four lunch detentions, no referrals for ID violations, no referrals for tardy infractions Attendance- have no more than one unexcused absence Leadership- have no referrals, ISS, or OSS

Consequences for Breaking Rules

1 st Offense: Warning 2 nd Offense: Teacher/Student Conference

3 rd Offense:

4 th Offense:

Parent phone call and after school detention

Office referral

***ANY SEVERE DISRUPTION OF CLASS WILL RESULT IN AN IMMEDIATE REFERRAL!!!!***

Tardy Policy:

Students need to be in their seats when the bell rings (or when teacher closes door). Students need to come into class and immediately begin working on their bell work.

Consequences for Tardies:

1

st Offense:

2 nd Offense:

3 rd Offense:

4

th Offense:

Teacher warning

2 nd warning and parent contact

20 minutes teacher detention (3:10-3:30) *After school events will not

constitute an excuse from serving detention

Office referral

Freshman Academy Restroom Policy Students will receive a restroom punch card at the beginning of each semester. The punch card contains 6 restroom passes for use during their core class periods. Students who do not use any of their punches will be rewarded at the end of the semester.

Tutorial Tutorial sessions are required for students who wish to make up/correct an assignment. Tutorial sessions are held on the following days:

Monday- Math / Science

Wednesday- English / Social Studies

Paper Headings:

All papers will include your name, the date, your section number, and a title (so you will know what section of your notebook the paper will go in).