Teacher: Mr.

Chris Membribes
Classroom: 219
Email: Cmembribes@laalliance.org
Office Hours: Mondays 3:45-5:00 PM
Website: MrMembribes.weebly.com

Common Core English 10 / Honors

Course Syllabus 2015-16
Course Description:
This course is designed with the goal of enhancing students abilities to explore, comprehend, interpret, evaluate, and
appreciate complex literary texts. Students will analyze foundational works of American literature, U.S. documents, and
contemporary informational texts. This course is taught in a blended learning environment where students have an
element of control over the pace, path, and timing of their learning. This environment combines traditional lecture style
teaching practices with the online education systems of Membean, ActivelyLearn, and Google Classroom. To learn more
about blended learning, view my presentation on our class website: www.MrMembribes.weebly.com
Students entering this course must have the initial expectation that they will read, contemplate, and write about literature
extensively. We will write an essay every couple of weeks (in analytical, argumentative, and expositional forms) and will
read every day (informational articles, novel excerpts, creative nonfiction, short stories, and poems). Students must be
willing to challenge and justify their understandings, attempt to see other perspectives, and discuss in a mature and lively
manner. It is an expectation that through this daily learning cycle students will demonstrate growth in their thinking,
academic achievement, and maturity.

Course Objectives:
Throughout this course, you will meet the following goals:
Read increasingly complex literature and informational text with fluency and comprehension
Analyze, discuss, and critique complex literature and informational texts through written drafts and class
discussions
Create and present multimedia projects that demonstrate an understanding of literary and informational texts
Communicate effectively using academically appropriate language during class and group discussions
Develop and use research skills to access, interpret, and apply information from a variety of sources
Develop and articulate informed opinions on meaningful community and global issues

Guiding Questions:
By the end of this course, students will be able to answer the following essential questions. These questions will guide our
discussion and analysis of literary text, foundational U.S. documents, and contemporary informational texts.
1.
2.
3.
4.
5.
6.

To what extent does literacy provide an individual with power and how can language be used to accomplish
significant social change in society?
What is the role of education and to what extent is this process both individualized and collaborative?
To what extent are human intelligence, consciousness, and athletic ability a product of nature or nurture?
To what extent is the access of information beneficial and detrimental to the advancement of our society?
What is the role of consumers in the food production process and to what extent are consumers responsible for
the degradation of health in our society?
How is our understanding of culture and society constructed through and by language?

Materials and Supplies

This course is taught in a Blended Learning environment that requires students to be accountable for their learning,
intellectual growth, and progress. The following materials must be brought to class on a daily basis:

English Binder (2 Inch 3 Ring Binder)

Chromebook/Macbook Air
Pencils (non-mechanical)
Blue and Red Pens

Lined paper

Blended Learning
Our classroom is a Blended Learning environment in which technology is used to deliver instruction. Below are some
important join codes and registration links that you will need to get started. For usernames, please use the following
format: Firstinitial,Lastname (CMembribes). For passwords, please use the following format: Lastname,StudentID#
(Membribes12345). Note: If you have used these programs in the past, you may use your previous username and
password. After creating your logins for the websites below, complete the form on the following website:
www.tinyurl.com/PasswordFormMembribes
Program
Actively Learn
Membean
Google
Classroom

Period 1

Period 2

Period 3

Period 4

Period 6

fugy9jh

cc3lu5

lnif9f

dc5awy

9h4b1v

To register visit:
www.activelylearn.com
www.membean.com
www.classroom.google.com

Student Groups
Our classroom uses a dynamic student grouping system that will require you to switch seats with your classmates often.
Each student will be assigned to a different reading group, writing group, and discussion group. These groups will change
every two to three weeks depending on individual student growth. Within each group, a group facilitator will be selected
who will lead the student group members on the path to academic greatness. It is a privilege and an honor to be selected
as a facilitator by your peers.

Policies and Procedures

Class Expectations
These are the class rules that will be heavily enforced within this classroom.
1. Always give your best effort.
2. No eating within the classroom.
3. Practice showcasing the elements of the Framework for Effective Learners (F.E.L.) on a daily basis.
4. Never stop believing in yourself and your peers. You can and will achieve greatness.
5. Adhere to all Bloomfield High School policies stated in your 2015-16 Student Handbook.
Failure to meet the classroom expectations will result in appropriate disciplinary conversations with Mr. Membribes. For
more information on our discipline philosophy please refer to you 2015-16 Student Code of Conduct.

Class Modes
To maximize student learning, students must follow the class modes. The modes below detail the expectations to be met
during each mode.
CLASS MODE

GROUP MODE

INDIVIDUAL MODE

On Teacher

On Pair/Facilitator

On the Assignment

Note Taking

On the Big Picture

On the Details

On the Assignment

Conversations

With Whole Class

With Pair/Group

None

Attention

Technology
Noise Level

Only on Sites
Allowed by Teacher
Low

Only Sites Allowed by

Group Facilitator
Medium

Only Sites Required to

Complete Assignment
Silent

Daily Lesson Cycle

Everyday students will engage in the literacy framework lesson cycle. This daily lesson cycle involves reading,
discussing, and analyzing texts as a class, in groups, and individually. Additionally, students will write CEL paragraphs in
response to teacher and student generated writing prompts. Students will choose which reading and writing prompts they
address during a class period.

Do Now:
Reading

Class
Discussi
on

Quiz

Choice
Reading

Writing

Peer
Revision

Reflectio
n

Organization and Management Skills

Why is it that some people achieve so much more with their time than others? The answer lies in good time management.
The highest achievers manage their time exceptionally well. To effectively manage our time, students in this class will
create their own Google Calendars. Students will be expected to keep track of homework assignments, examination dates,
and teacher appointments using these calendars. Students will share their Google Calendars with Mr. Membribes and be
responsible for updating them on a weekly basis.
Class Start and End Times
Class starts from the moment you enter the classroom. Students should be in their assigned seats when the tardy bell rings
and any student not in their seat will be marked tardy. Class ends the moment that Mr. Membribes dismisses you, not
when the bell rings. Please do not pack your belongings until you have received the signal from Mr. Membribes.
Bathroom Policy
Students are expected to use the bathroom during breaks. If students need to use the bathroom, they must obtain a
signature in their school agenda, and give up five minutes of the next break period. Bathroom trips should be limited to
emergencies. No bathroom passes will be issued in the first and last 30 minutes of class

Assessment and Grading

Students will be regularly assessed in this course through a variety of means including weekly reading comprehension
quizzes, content-specific quizzes, tests, individual and group projects, essay drafts, specific shortened length writing
prompts and written online responses. Specific information on assignment rubric grading will be provided on class
website and during in class sessions.

Reading Comprehension Quizzes

Quizzes are graded on a four-point scale. A student who answers 4 questions correctly out of 4 questions
presented will receive a 4 in the grade book. Accordingly, each question a student answers correctly will count as
one point.

ActivelyLearn and T.A.R. (Think and Respond) Post Responses

Actively Learn post responses will be graded on their completeness, use of academic tone, diction, and
organization. Responses are expected to be free of spelling and grammatical errors. Please read your responses
aloud. Revise and review all responses prior to submission. These responses will be graded on a four-point scale.

Class Discussion
Content specific quizzes will be graded on a four-point scale. All content specific questions will be converted to
a four-point grading scale regardless of number of questions.

Group Projects
Student group projects will be graded on a four-point scale. Students will be evaluated on their participation in
completion of the group project, their presentation preparedness, and their ability to respond to class or instructor
posed questions. Students are expected to articulate their ideas, inferences, arguments, and conclusions during
the presentation using academic language. Students will receive an individual grade and a group grade for their
group project.

Essay Drafts
Student essay drafts will be graded on a four-point scale. Students will receive two essay draft grades, one for
initial draft and one for their final draft. All final drafts must be written legibly in pen or typed. Please review
and revise your essay drafts to ensure the drafts are free of any spelling and grammatical errors. Essay specific
rubrics will be provided to students during in-class sessions and be posted on class website.

Overall Grading Scale

Students will be graded on a four-point scale. Scores between 3.4-4.0 will receive an A; scores between 2.7-3.3 will
receive a B; scores between 2.0-2.6 will receive a C. Students who receive a score between 0-1.9 will receive and NP.

Students who have an NP in this class will be required to complete five-weeks of after-school tutoring for a duration of
two hours each session.

Academic Dishonesty Policy

Academic dishonesty will not be tolerated in this class. This includes, but is not limited to, cheating, plagiarizing,
fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of
examinations, submitting work of another person or work previously used without informing the instructor, or tampering
with the academic work of other students. Students who are found to be dishonest will receive academic sanctions, such
as an NP grade on the assignment, exam, and/or in the course.

Homework Policy
Students will be assigned nightly homework that reinforces or expands upon the skills and concepts learned in class.
Students will complete these assignments and place them in their classroom binder under the tab labeled, Homework A
homework check will be scheduled every three weeks. Students are encouraged to complete the homework assignments
when assigned to ensure they stay on pace for academic excellence in this class.

Makeup Work

All work must be made up in a timely manner. If you are absent, it is your responsibility to ask the facilitator of
your table for a copy of any worksheets handed out during your absence. All assignments are posted on both
Google Classroom and classroom Weebly page.
It is the students responsibility to get his/her missing assignment, complete the assignment(s), and turn them in.
Credit will be given for make-up work according to published school policy.

Life Skills Grading Standards

Students will receive life skill grades in the following bolded categories below. The standards for which students will be
graded on are included below under each category heading. Students will be graded on a four-point scale.

Working in Groups

Takes on a group role; recorder, information gatherer, facilitator (WG1.1)

Helps to solve group problems and reconcile differences among group members (WG1.2)
Is aware of roles within a group and their various functions (WG1.3)

Participation

Stays focused during group activities (P1.0)

Asks frequent questions for clarification (P1.1)
Offers ideas without waiting for a question to be asked (P1.2)
Stays focused during whole-class activities (P1.3)
Stays focused during individual activities (P1.4)
Is open-minded about comments and questions from peers (P1.5)

Behavior:

Follows routine and spontaneous classroom rules and procedures. (B1.1)

Helps others follow classroom rules and procedures. (B1.2)
Does not tease or bully others. (B1.3)
Helps others who are being teased or bullied (B1.4)

Work Completion

Follows written format specifications for assignments without being reminded (WC1.1)
Develops and implements advanced time-management plans for assignments (WC1.2)
Completes assignments on time and provides acceptable explanations when assignments are not handed in on
time (WC1.3)
Develops and implements basic time-management plans for assignments (WC2.2)
Monitors his or her effectiveness at turning in assignments on time (WC2.3)

Signature Page
Student: I have read and understand this class syllabus. I will adhere to the policies and procedures listed
within this syllabus. Should I have any questions regarding how this class operates, I will refer back to this
document.
Student Name: _____________________________________________________ Period: ________________
Student Signature: ___________________________________________________ Date: ___________

Parent/ Guardian
I have read and understand this class syllabus. I will work as a partner within the classroom to ensure that my
student excels in this classroom by adhering to the policies and procedures listed within this syllabus. Should I
have any questions regarding my childs progress or how this class operates, I will contact Mr. Membribes by
phone or email.
Parent/Guardian Name: ______________________________________________ Period: ________________
Parent/Guardian Signature: _________________________________________________ Date: ___________
Parent/Guardian Phone Number: __________________________________________
Parent/Guardian Email: _____________________________________________________________________

Los padres / guardianes

He ledo y entendido este programa de clases. Voy a trabajar como socio dentro del aula para asegurar que mi hijo se
destaca en esta aula mediante la adhesin a las polticas y procedimientos que figuran dentro de este programa de
estudios. Si tengo alguna pregunta sobre el progreso de mi hijo o cmo funciona esta clase, me pondr en contacto con el
Sr. Membribes por telfono o correo electrnico.

Nombre del padre / guardianes: _________________________________________Periodo: ______________

Firma del padre / tutor: ________________________________________________ Fecha: _______________
Padre / Tutor Nmero de Telfono: ____________________________________________________________
Padre / Tutor Correo electrnico: _____________________________________________________________