• Mrs.Iskra                                       Room B-13

    Phone:  541-386-4500  Ext. 4679

    Prep: 2nd

    E-mail:  mary.iskra@hoodriver.k12.or.us

     

    Welcome to Sophomore English!  Please bring your story into our classroom.

     

    Course Objectives

    Sophomore English examines works of fiction, poetry, and drama, some contemporary, others from the traditional canon.  Over the course of the year, you will discover how reading is personally important to your life, you will develop your voice as a strong, competent writer, and become a critical thinker who doesn’t settle for the obvious.

     

    Course Specifics

    Reading:  We will read various short stories, Harper Lee’s To Kill a Mockingbird, Ernest Gaines’s A Lesson Before Dying, William Shakespeare’s “A Midsummer Night’s Dream”, poetry, and high-interest articles.  You will also read personal books of your choice and complete a quarterly log.

     

    Writing:  You will be responsible for daily maintenance of your English spiral notebook, your Cornell Notes, and for writing responses to texts we read, responding in various ways including reflections, sequels, summaries, argumentative essays, and occasionally responses through the arts—for example, choreography, film-making, music scores, etc.

     

    Speaking:  Be an enthusiastic positive participant in class discussions keeping in mind that you’ll be leading some. I’ll teach you about read-arounds where you share your written work with the class.  You’re familiar with reader’s theatre performances, speeches, and debates.

     

    Performing:  We will read the trial scene in To Kill A Mockingbird in reader’s theatre format.  Shakespeare and other plays will be read aloud and performed in class.

     

    Course Supplies

    A dedicated spiral notebook labeled “Sophomore English”, pens and pencils, three highlighters (yellow, pink, green), colored pencils, loose-leaf notebook paper, and a plastic folder with three brads for Cornell Notes and resource materials, (or a divider in your binder for these notes).

     

    Attendance and Late Work

    Regular attendance is the basis for success.  As you can tell, much of your learning occurs during class, so make every attempt to be here every class. If you are absent, when you return, please check the notebook “While You Were Gone” to find missing work. This is your responsibility.  Late work will be accepted up to one week prior to the end of the quarter/semester.

     

     

    Grading

    Assessments, quizzes, essays and projects                80% 

    Classroom participation and daily work                     20%

     

    Expectations/Classroom Norms

    We teach positive behavior schoolwide so students and staff are valued, respected, engaged, and successful.  We believe in P.R.I.D.E. Perseverance, Respect, Integrity, Diversity, Engagement

    That said,

    • Be in your seat, spiral open, working on the warm-up when the bell rings.
    • Be quiet during instruction.
    • Arrive with supplies, or it is a tardy.
    • No electronics unless instructed.
    • Phones are off and in assigned pocket. Mine is #_________.
    • Silent independent work time means no one is talking and everyone is working.

     

    Consequences for Disruptive Classroom Behavior

    1. First incident=verbal warning.
    2. Second incident=seat change and/or conference with me.
    3. Third incident=removed from classroom, parent call, and/or referral.

     

    Classroom Rules

    • Be kind
    • Work hard
    • Respect self, others, and space
    • Participate positively

     

    Communication

    I set high standards and expectations for all students and am here to guide and support your learning.  I expect honesty and integrity from you, and request open communication between home and school in order to best meet your needs and ensure your academic success. 

     

    Students and parents/guardians, please feel free to contact me in person, by phone, or email with any questions or concerns.

     

    I have read and reviewed the course syllabus with my parent or guardian.  We have both signed below.  It is due in class September 10 and is worth 5 points.

     

    Student’s Signature:________________________________________________

     

    Student’s Printed Name:__________________________________________Per._____

     

    Parent/Guardian Signature:__________________________________________

     

     

    Syllabus for French 1: 

    Mme Iskra Room F-204  Prep: 5th  Classes: 6th, 7th, 8th . E-mail: mary.iskra@hoodriver.k12.or.us . Phone:  541-386-4500 ext. 4679

     

    Course Objectives

    French 1 is designed to give you a working vocabulary for everyday use anywhere the French language is spoken.  It is taught by immersion, meaning I teach almost exclusively in French.  We will practice speaking, listening, reading and writing every day.  You will learn high frequency grammatical structures including the 200 most common words used in the French language.  This will build your fluency and confidence in speaking and writing French.  A second goal will be to listen + understand spoken French because one of the greatest rewards in learning another language is being able to understand what the other person is saying. 

     

    Course Specifics:

    Vocabulary Development:  You will learn vocabulary for greetings, for talking about yourself, for talking with your friends, for the classroom, your home and family, plus hobbies and activities. Grammar will be embedded, not explicit. You will demonstrate comprehension using non-verbal responses, one-word responses, short sentences, and group choral responses.

     

    Speaking:  You will practice short conversations with classmates and me every class period.  You are encouraged to speak French—the more French words that come off your tongue, the faster you learn!  Be bold! Be brave!  Speaking English or Spanish, beyond one word or two, is not allowed, unless instructed. 

     

    Listening:  You learned your first language (Mother tongue) by listening to your parents and others around you.  You internalized the rhythms, nuances, and inflections, and eventually began imitating what you heard.  This process will happen for you in French as well, but you must hear lots and lots of spoken language.  I ask you actively participate in class activities, listen carefully to my pronunciation, to video vignettes, and to French news broadcasts.  Do your part, your 50%, to make our class time interesting, lively and fun.

     

    Reading:  We will read in class from various sources including song lyrics, poems, children’s rhymes, high-interest articles, recipes, short stories, chapter books, and teacher-created materials.

     

    Writing:  You will be able to, and expected to, write in class.  You will be responsible for daily in-class vocabulary, keeping your “cahier” up-to-date (see below), writing various dialogues, creating narratives of your own, and completing dictées to perfect your spelling and mastery of French expressions.

     

    Course Supplies

    • A separate spiral notebook labeled “Français 1”. Divide your spiral with three tabs:  Last 4 pages: Nombres; 15 pages before that: Dictionnaire; beginning: Travail quotidien.  I will collect and grade your cahier once per quarter.
    • Colored pencils/markers; One dry-erase marker for in-class practice; Small scissors; One glue stick

     

    Attendance and Late Work

    Regular attendance is the basis for success.  As you can tell, much of your learning occurs during class, so make every attempt to be here every day. If you are absent, when you return, please check the notebook “Pendant ton absence” to find missing work. This is your responsibility.   Late work will be accepted up to one week prior to the end of the quarter/semester. If you are absent for an oral exam, you may make it up during lunch or after school; I will be your partner.  Same policy for written exams, minus me as your partner. 

     

    Grading:

    Cahier/participation/in-class work           50%                 Quizzes (all varieties)                 20%

    Homework                                           10%                 Tests/Projects/Compositions      20%

    Expectations:

    We teach positive behavior schoolwide so students and staff are valued, respected, engaged, and successful.  We believe in P.R.I.D.E. (Perseverance, Respect, Integrity, Diversity, Engagement)

    That said,

    • Learning French is really hard work, but I’m a really good teacher. A relaxed focus, with no English or Spanish interruptions, is all you need to do well in this class.
    • Be in your seat, spiral open, working on the warm-up when the bell rings.
    • Listen with the intent to understand. Be an active listener.  Don’t distract yourself or others.
    • “Circumlocute”: Explain what you need to say without English or Spanish. Talk around words you don’t know in French to communicate your ideas.
    • Sit up, square shoulders, clear eyes. Imitate what you hear.
    • Tardy? See school handbook.  Please join us quickly and quietly without disrupting instruction.  We’re glad you’re here.
    • Bathroom? You may leave one at a time only during student work time, not during instruction.  Sign yourself out and back in.  Take the hall pass with you.
    • Gum? Please spit it out before class begins.
    • Electronics? Please put them away in your backpack.  You will use them when I instruct you to do so.
    • Pencils? Please sharpen them before the bell rings.
    • Do assigned work with energy and enthusiasm!

     

    Consequences for Disruptive Classroom Behavior

    1. First incident=verbal warning.
    2. Second incident=seat change and/or conference with me.
    3. Third incident=removed from classroom, parent call, and/or referral.

     

    Classroom Rules

    Be kind.           Work hard.          Respect self, others, and space.        Participate positively.

     

    Communication

    I set high standards and expectations for all students and am here to guide and support your learning.  I expect honesty and integrity from you, and request open communication between home and school to best meet your needs and ensure your academic success. 

     

    Students and parents/guardians, please feel free to contact me in person, by phone, or email with any questions or concerns.

     

    I have read and reviewed the course syllabus with my parent or guardian.  We have both signed below.  It is due in class September 11 and is worth 5 points.

     

    Student’s Signature:_________________________________________________

     

    Student’s Printed Name:______________________________________________

     

    Parent/Guardian Signature:___________________________________________