English Language Arts (ELA) California High School Exit Exam (CAHSEE) Preparatory Course
NAME AND CONTACT INFORMATION:
Mr. Keith Jagger
Phone: 831-385 – 5461
Course Objectives: Students who have not passed the California High School Exit Exam (CAHSEE) work on reading comprehension, word analysis, literary analysis, and skills involved with writing essays (writing conventions and strategies, and answering essay prompts).
Understand figurative language (metaphor, simile, personification, symbols, etc.)
Understand how to organize, revise, and explain in writing
Understand how to support writing, including specific language and details
Understand standard grammar and punctuation
Understand standard usage (there, their, they’re)
Understand spelling and punctuation
Classroom Code of Conduct:
The student will adhere to all school rules and district policies as summarized in the Parent handbook.
Attendance – students are to be seated when the bell rings, and taking out the resources they’ll need according to the daily agenda posted on the board. Students will be dismissed by the teacher, not the bell.
Be ready to learn by bringing all needed materials to class (including homework, paper, pencil, pen, and binder). Sharpen your pencil before the bell rings.
Be respectful by asking permission to leave your seat, raising your hand to speak and not interrupting another student or the teacher. Seating – students are to sit in assigned seats. Please see teacher for individual requests, I will consider reasonable requests.
Be courteous to your classroom. No food (including gum and candy) or drink, with the exception of water.
All assignments should be titled (include the page number if applicable) with your name, a date, and the period.
No head covering. No hats, beanies, or hoods.
No communication devices out in class. This means that they should be turned off as well, if you have one.
No roughhousing.No pushing, shoving, touching of other students.
If a student misses class without an excuse and does not subsequently turn in homework, take a test, or fulfill another class requirement which he/she missed, the teacher may lower the student’s grade for nonperformance, based on the value of the missed assignment.
The Board believes that 5 unexcused absences per grading period constitute excessive unexcused absences. Students with excessive unexcused absences may receive a failing grand and not receive credit for the class(es).
Students and parents/guardians shall be informed by the teachers if class credit is withheld due to excessive unexcused absences. Each time an unexcused absence occurs the student and parent/guardian shall again be notified of the district’s policy regarding excessive unexcused absences. When a student has 4 unexcused absences a phone call and/or meeting will be arranged with the parent/guardian.
Administrative Regulation (AR) 5121 (a)
Grades for each grading period as follows:
A (90-100%) Outstanding Achievement 4.0 grade points
D (60-69%) Below Average Achievement 1.0 grade points
F (0-59%) Little or no Achievement 0 grade points
I Incomplete 0 grade points
An Incomplete shall be given only when a student’s work is not finished because of illness or other excused absence. If not made up within six weeks, the “Incomplete” shall become an F.
Daily Oral Language (DOL)
Most days class begins with correcting two sentences with various grammar, spelling, punctuation and capitalization mistakes. You write these sentences and make these daily corrections on the same sheet of paper, adding sheets as necessary. Periodically, I collect the sentences to see that you have been doing the assignments. I detract points for missing sentences and incomplete corrections.
You get ten points per week. You lose points for not being involved in the discussion, being inattentive, or being disruptive.
Grading Shorter Writing Assignments
Smaller assignments will be graded based on a +, , - system. These assignments will be based on quality of content and not control of grammar and mechanics, though severe grammar and mechanical errors that impede meaning can result in a lower score.
+ (Excellent): This score denotes an exceptional performance on the assignment. The student’s thoughts were well-organized, original, and creative. If there were any grammatical or mechanical errors in the assignment, they did not affect meaning. A check-plus will earn the student 100% of the possible points.
(Average): The student completed the assignment adequately, but did not go out of his/ her way to make the assignment distinctive. The assignment reveals only a superficial understanding of the content, and makes little or no attempt to master the concept. A check will earn the student 75% of the possible points.
- (Poor): An assignment that receives this score was poorly implemented. Either the student missed the point of the activity or oversimplified the concept. Overall, an assignment that receives this score can be sloppy and full of grammatical and mechanical errors. A check minus will earn the student 60% of the possible points.
LATE WORK: It is the student’s responsibility to obtain make-up or missed assignments immediately upon return. I will deduct 10% from the assignment grade for each day the work is late unless the absence is excused. After one school week, when the grade can be no better than 50%, the assignment will no longer be accepted. Some major assignments will not be accepted late under any circumstances. See second page for a list of these assignments.
PLAGIARISM AND CHEATING: Plagiarism is copying, without the permission of appropriate authorities, all or part of any work done by someone else, and then trying to pass it off as your own; it’s cheating. Cheating on an assignment, test, or quiz will result in a zero grade for the assignment, test, or quiz, and possibly a call to your parents.
WRITING CONFERENCES/EXTRA HELP:
For individual help with writing assignments students may schedule a writing conference after or before school. Under some circumstances students may redraft essays in order to improve writing (and grades).
There is no extra credit work to prevent an F grade in CAHSEE Prep. You do the assigned work for your grade.
Class Expectations – Level of Rigor:
Students will be writing responses to CAHSEE writing prompts focusing on the following areas: biographical essay, response to literature, persuasive essay, and expository essay. Expository essay includes the genres of narration, description, cause and effect, comparison and contrast, process analysis, example, division and analysis, classification, definition, and argument and persuasion.
Materials Resources Provided:
This class uses CAHSEE –released instructional materials from the State of California, and various written texts as example of writing.
Students are invited to speak to me about academic matters before school, at lunch or after school, as time allows.
Computers with internet access are available in the King City High School library, generally for a half hour before each school day begins, and an hour after the school day ends.
Before students can access the internet through school computers, they need to submit the South Monterey County Joint Union High School District Acceptable Use Agreement to the King City High School administration office. A copy of this form was provided in the 2012-2013 Parent – Student Handbook that went home with students in the first week of school.