New Frontier High School New Frontier Local School District

1. New Frontier High SchoolNew Frontier Local School District Kaitlin Pizzimenti English 12 Room 116

2. Table of Contents Introduction Rules, Policies, and Class Structure Consequences for Misbehavior General Procedures Standards First Two Weeks Encouraging Cooperation Thank You

3. INTRODUCTION

4. Welcome Welcome to English 12, classroom 116 this semester! I am looking forward to working with you and your students this year, sharing my affinity for English Literature. “I wish I could write as mysterious as a cat” - Edgar Allen Poe

5. Ms. Kaitlin Pizzimenti Hi! My name is Kaitlin Pizzimenti, I teach 12th grade English, Creative Writing, and AP World Literature. I have a BA in Integrated Language Arts Education. Our community is great, and we are so excited to welcome each and every student here. I run Student Council and minored in Spanish at Miami University, so I lead the Multicultural club also. In my free time I enjoy spending time with my family, reading, cooking, and skiing.

6. Goals My main goal for my students this year is that they: (1) become better readers and writers, (2) expand their awareness of themselves/others/the world through reading and writing, (3) work cooperatively with others, (4) practice effective research, (5) explore more challenging texts, (6) become more proficient on the reading/writing parts of the SAT and ACT, and (7) further develop grammatical skills.

7. District Beliefs My classroom structure, management, and goals are based on and consistent with the The New Frontier School District Building Management Plan that can be accessed at: www.newfrontierschooldistrict.edu Our Mission Statement is as follows: to create a student-centered educational community through innovation and collaboration, inspiring and preparing all to lead and serve. Our Vision Statement is as follows: to continually strive for student excellence and outstanding learner performance at every grade level: improving today and preparing for tomorrow.

8. RULES, POLICIES, CLASSROOM STRUCTURE

9. The First Day of School (The 10 things to expect!) • Welcome – say “hi” to me while entering classroom • Confirm we’re all in the right place – correct classroom, time, and section • Find a seat – students will be allowed to sit where they choose, a seating chart will be passed around for me to learn names • Attendance – role call and nickname checks • I’m interested about you! – we’ll fill out a note card with some basic information and a few exciting things about ourselves

10. The First Day of School Cont. 6. Rules and Procedures – we will go over these thoroughly and a handout will be provided 7. Content – the syllabus will be passed out, discussed, and questions will ensue 8. Preferred Learning Styles – it is important for me to know how each of my students learn, so I will provide a Multiple Learning Styles Assessment to each to gather this information! 9. Self-disclosure – this is the time when you get to know me a little more 10. Closing – we will review what was done on the first day and what is expected the next class period

11. Classroom Rules There are five simple and important rules that will help our students maintain a safe and successful classroom environment: • Be on time and in your seat when the bell rings • Do not talk while the teacher or a presenter is talking • Raise your hand if you have a question or contribution • Keep your hands to yourself and do not touch anything that does not belong to you • Do not leave your seat until the instructor has dismissed you

12. Typical Session Structure OPENING THE SESSION • Visual scanning. make sure you’ve got the sides and the back covered! • Call to order. Don’t forget to use your business-like tone of voice! • Efficient attendance • Academic organizer • Behavioral organizer • Check for materials • Check for understanding INSTRUCTIONAL FUNCTIONS • Daily review • Presentation • Guided practice. Modeling is very important here! • Corrections and feedback. Being as immediate and constructive as possible are always good things. • Independent work. Be accessible! • Weekly and extended reviews. PREINSTRUCTION Be available to your students. Be in the classroom, preferable by the door or the pathway they come in. Teacher-initiated contact. Get to know your students, ask them about their day, activities, other classes. Use of learner names Individualized topics

13. Typical Session Structure Cont. TRANSITIONS • Provide nonverbal cue • Provide verbal cue • Maintain scanning, you don’t want your back to the class! • Explain expectations. For students to monitor their own progress and excel during assessment activities, they should be aware of what is expected for them to know/do. • Signal beginning • Monitor noise level CLOSINGS • Signal closing • Review performance • Provide motivation • Introduce next session. Keep your students in the loop about what they’re learning! • Answer questions STUDENT QUESTIONS 1. Establish access for questions and be approachable. 2. Actively listen 3. Be considering 4. Probe or inquire. Make sure you’re meeting the students’ inquiry needs.

14. Typical Session Structure Cont. MISBEHAVIOR SEQUENCE • Review rule • Stare or get close. Acknowledging that you know there is a problem and gaining proximity help to alert the student, without directly interrupting class, that you are beginning to address the situation. • Statement of closure • Delayed meeting • Immediate meeting • Move on to principal POST INSTRUCTION • Dismissal • Visual scanning • Permit learner access. Let the next session come on in! • Conference to concerns

15. Typical Session Structure Cont. Opening Closing Optimize Engagement Plan the session activities to match and appeal to the different learning styles. Engagement Review Learning Outcomes Motivation Behavior Expectations Tools and Materials Check Questions Review Reinforcement Preview

16. Learning Cycles Engage: • Assess prior knowledge and depth of knowledge • Creates and assesses interest in topic • Attention getting Explore: • Involves the students in science process skills and problem solving skills • Introduces students to concept without labeling the concept • Involves data collection and analysis Explain: • Provides students with the opportunity to develop the definition of the concept collectively • Provides students with the opportunity to assimilate new information involving critical thinking and communication skills Elaborate: • Provides students with opportunities to apply concepts • Requires use of science process skills • Allows students to work in cooperative learning groups Evaluation: • Assesses level of understanding of concept in a formal manner by using higher levels of Bloom’s Taxonomy • Involves ability to apply understanding to a new situation • Requires students to evaluate their own knowledge and understanding

17. CONSEQUENCES FOR MISBEHAVIOR

18. Teacher Response to Student Misbehavior Hierarchy CLASSROOM SPHERE Share the 5 classroom rules verbally Remind the students of the rules and rationale behind them Say students’ names (Recognition) Establish proximity (Increasing accountability) Business-like tone of voice After-class meeting (brief, conversation and concerned, private) Out-in-the-hall meeting for further disruption – New Frontier High School issues demerits at this point. Three demerits within one semester = one detention. Pre-instruction reminders Call/email parent – make sure to note that detention is next

19. Teacher Response to Student Misbehavior Hierarchy Cont. SCHOOL BUILDING SPHERE Detention Parent-Teacher-Student conference In-school suspension SCHOOL BOARD/DISTRICT SPHERE 13. Saturday school 14. Suspension 15. Expulsion

20. Discipline Faculty are permitted to issue demerits and detentions based on the handbook specifications per their discretion. Three demerits result in a detention. The slate is wiped clean each semester. If a student receives a detention or three demerits have been compiled, the parent/guardian is to be notified. If a student incurs more than three detentions in a semester, a meeting is mandatory with faculty, parent/guardian, and student for further action to be discussed.

21. GENERAL PROCEDURES Daily Schedule Online Resources and Grading Scale Homework Academic Integrity Classroom Materials Textbook Electronic Devices Dress Code Attendance in Class Bullying and Harassment Emergency Procedures

22. Sample Student Daily Schedule

23. Grading Scales Academic Honors are given at each semester. First Honors – semester GPA 3.5 and above Second Honors – semester GPA 3.00 to 3.49 Student grades are periodically updated on NewNet. Both students and parents are encouraged to use these accounts. Notifications of Academic Difficulty are sent via email half way through each quarter to parents/guardians of students who are in danger of failing a course. Parents/guardians are encouraged to contact teachers via email/phone if/when they have concerns or questions about the course, grades, assignments, etc. A mid-semester report of academic standing in each subject is prepared for each student – not part of the permanent record. Semester grades are given in January and June – these do become part of the permanent record. All AP and Honors courses are on a weighted grading scale.

24. Homework • Due to the importance of literature and possessing a command of the English Language to have success in other subject areas and future job opportunities; practice (i.e. homework) will be given almost daily. • Homework is expected to be completed at the beginning of each class period. • Late homework assignments will not be accepted after the class period in which they are due.

25. Academic Integrity • All work MUST be the students’ own creation, wording, and effort. Any and all instances of plagiarism or academic dishonesty will not be tolerated. • The work will receive a zero percent, and a parent-teacher-student conference will be mandated as soon as possible.

26. Classroom Materials Each student is expected to come fully prepared to class in order for the environment to be most successful. Students will not be allowed to leave the classroom to retrieve supplies. The following supplies should be brought to class each period: • pen • college ruled loose leaf paper • 1 inch or thicker three ring binder • assignment folder • completed homework assignment • positive, respectful, willing attitude • piece of literature we are reading • assignment notebook (If students keep one)

27. Textbook Over the course of this semester, we will be reading various literary works. All of these pieces will be provided for the students. It is expected that these works are treated respectfully, returned in the same condition in which they are received, and brought to class every day. If a student loses a book/anthology, it is expected that they monetarily compensate for it’s loss by the end of the semester. The following is a list of the text materials we will be covering this semester: InterActive Reader and Writer with Strategic Reading Support, by McDougal Littell Hamlet and Sonnets, by Shakespeare poetry by Robert Frost and Edgar Allen Poe 1984, by George Orwell and one work of choice by the students

28. Electronic/Mobile Learning Devices Students are not required, but are permitted, the use of personal computers, laptops, Apple products, tablets, etc. based on the direction of individual faculty in the classroom. All and any access to the Internet from New Frontier High School wireless is to be used only for educational purposes. Students are expected to use courtesy, integrity, and respect while interaction with technology provided to them by New Frontier High School. *The Administration reserves the right to determine the disciplinary consequences for inappropriate use of technology.

29. Electronic/Mobile Learning Devices Cont. Cellular Phones: Students ARE allowed limited cell phone usage between the official school hours of 8:15am to 3:10pm. The only time(s) and area(s) for permitted usage are: In the cafeteria during scheduled lunch/free mods. And, per the permission of individual instructors during their class time only. If these privileges are abused in any way, appropriate repercussions should be incited immediately.

30. Electronic/Mobile Learning Devices Cont. British Lib Outliner iBooks Bib Generator Schedule Planner Graphic Organizer Apps that contribute to our class and content:

31. Dress Code The length of shorts or pants worn must be at or longer than finger-tip length (when students have arms flat by their sides.) Shirts must cover midriff area, and be long enough to have the ability to be tucked into shorts, skirts, or pants. No halter tops, spaghetti straps, tube tops, pajama pants, slippers, or clothing containing offensive language (inappropriate words/phrases, references to drug, alcohol, etc.) is permitted at any time. *Dress code violations will result in a demerit and student must go to Office of Student Life to receive appropriate clothing, if available, to wear over the inappropriate/offensive piece; or to call home if necessary.

32. Attendance Regular attendance is expected and required at New Frontier High School. Section 3321.01 of the Ohio Revised Code states that “a child between the age of six and eighteen years is of compulsory school age.” Section 3321.04 of the Ohio Revised Code states that “every parent, guardian or other person having charge of any child of compulsory school age must send such child to a school.” Attendance is recorded at the beginning of each class and homeroom. When a student will be absent from school, parents/guardians are required to call the Attendance Line 440-212-9040 by 8:25 a.m. When a student has been absent it is their responsibility to check with each of their teachers to find out what work they have missed and to make up the work by the assigned date. Excessive absence from any class may result in loss of semester credit.Days missed for vacations will be counted toward accumulated absence and may lead to loss of credit. In the case of an extended illness, a medical doctor’s excuse is required and it may be necessary to contract for special supplemental help.

33. AttendanceCont. Excused Absence: The following reasons are acceptable: Illness Illness in the immediate family Death in the family Funeral Emergency at home Two college visitation days for seniors and one day for juniors (arranged through the Office of Student Life) School sponsored activities A student leaving school for an appointment is required to report to the Office of Student Life before the beginning of the school day to present a written excuse from parents and to receive a school dismissal permit. They are required to sign out in the office of Student Life when they leave school and sign in when they return.

34. Tardiness to Class A student who arrives late to any class without an signed admission pass (from a faculty or staff member) will be issued a detention/violation by the teacher. A student who arrives late to class by more than ten minutes without a pass will be sent to Office of Student Life immediately for appropriate repercussions. *Cutting class, assembly, or tutoring session will result in a detention immediately and a meeting with the Student Dean.

35. Bullying New Frontier High School has a Zero Tolerance Policy on Bullying. Respect and promoting a safe learning environment for every one are of the utmost importance. Once a student has made a first offence, they WILL be expelled. It is mandatory for all students and faculty to attend semester-held informational session on the meaning of bullying and its consequences in our school environment. Absence at these events will recur in a make-up session. All parents, students, and faculty members should report bullying to school officials immediately. Remember, bullying takes various forms (physical, verbal, nonverbal, indirect, cyber, social alienation, etc.) After the incident(s) have been reported, a school-directed investigation will take place, and the appropriate repercussions will be advanced.

36. Harassment Procedure to file a Harassment Complaint: Students who believe they have experienced harassment should report such matter to the Student Dean (or anyone they trust within the school community, it is required for all cases of suspected harassment or any student admission of being harassed to be reported) who will investigate the harassment complaint. A full description of the investigative procedure will be filed in the Office of Student Life. The school will treat allegations of harassment seriously and will review and investigate such allegations in a prompt, confidential, and thorough manner. Harassment — Harassment occurs when an individual is intimidated, teased, hazed, bullied, threatened, or discriminated against because of race, religion, age, gender, physical appearance, socioeconomic status, or sexual orientation. Harassment creates an offensive, hostile, and intimidating environment. Examples of harassing behavior include, but are not limited to the following: Verbal Harassment: Derogatory or demeaning comments, jokes, threatening or intimidating words spoken to or about another person or group. Physical Harassment: Unwanted physical contact, touch, impedance, blocking movements, assault, hazing or any intimidating interference with normal activity or movement. Visual Harassment: Derogatory, demeaning or inflammatory drawings, written words, cartoons, posters, gestures or altered photographs physically produced or posted. Sexual Harassment: Unwelcome insults and other verbal or physical conduct of a sexual nature.

37. Emergency Procedures Lockdown • In the case of the need for a school lock down, all students will remain in the classroom they are in at the time the lockdown begins • There will be a teacher in every classroom • All classroom doors will be kept shut and locked • The New Frontier High School administration reserves the right to allow canine units into the school grounds during specified lockdown times to sniff for illegal contraband Fire • The fire escape route for each classroom is printed on the wall next to the door • During a fire or fire drill students are to remain quiet and form a line at the door • The teacher will lead the students out of the building according to the escape route • There will be one fire drill each quarter of the school year

38. Emergency Procedures Cont. Tornado • Our school is equipped with multiple tornado safe zones • Each classroom has a planned route to a tornado safe zone which is posted at the front of the classroom • In the event of a tornado, students will quietly form a line at the door and their teacher will lead them to the tornado safe zone

39. ACADEMIC STANDARDS

40. NCTE (National Council of Teachers of English) Standards . . . All students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society. These standards assume that literacy growth begins before children enter school as they experience and experiment with literacy activities—reading and writing, and associating spoken words with their graphic representations. They encourage the development of curriculum and instruction that make productive use of the emerging literacy abilities that children bring to school. These standards provide ample room for the innovation and creativity essential to teaching and learning. They are not prescriptions for particular curriculum or instruction. These standards are interrelated and should be considered as a whole, not as distinct and separable.

41. NCTE Standards Cont. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

42. NCTE Standards Cont. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

43. Common Core Standards, Ohio

44. Reading Standards (grades) 11-12 Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

45. Reading Standards 11-12 Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

46. Reading Standards 11-12 Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 8. (Not applicable to literature) 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

47. Reading Standards 11-12 Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

48. College and Career Readiness Anchor Standards for Reading Key Ideas and details 1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3.Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6.Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10.Read and comprehend complex literary and informational texts independently and proficiently.

49. Writing Standards (grades) 11-12 Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b .Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

50. Writing Standards (grades) 11-12 Text Types and Purposes Cont. 3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.