SOC.0000 NAME OF COURSE

2021-2022 Syllabus & Classroom Procedures

[YOUR NAME] • Rm. 000 • Per. 000

Contact information for me	Contact information for the class
e-mail: tele: [optional; mobile or Google Voice possible]	Google Classroom code: 0000 Class website: [optional] Other modes of communication [optional]

Course Description: TEXT HERE.

Course Objectives: At the end of this course, I will be able to…

TEXT HERE

Text(s): TEXT HERE

Content covered includes (but is not limited to) the following from the 2018 MA Frameworks:

TEXT HERE

For Common Core Reading and Writing Strands, please see Appendix 1. [OPTIONAL]

Thematic Topics and major assessments by unit:

Intro.

Unit 1. Etc. It is best to have weeks connected to units as a pacing guide.

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Major Procedures and Expectations of student [USE THIS AS A GUIDE. IT MUST BE ALIGNED ACROSS ALL SECTIONS OF A COURSE/PLC]:

To be successful in this class, you must:

Come to class on time;

Be prepared: homework should be completed [when assigned], you should have the notebook I will give you;

Work with partners on most tasks and be ready to take part in classroom discussions and activities; and,

Give respect and expect respect: respect each other as a class working together AND respect the importance of the material and questions that we will go through together.

Material will be uploaded to our Google Classroom. Check it frequently.

If you are absent for more than a day, be sure to check Google Classroom and e-mail me, so that you don’t fall behind.

Please check the school student guide for overall conduct expectations.

One important note: we all will use our phones for different tasks. When we have our phones out, please be respectful of the task and our classroom and refrain from texting or using social media.

Assignments and Assessments: TEXT:

DESCRIPTIVE TEXT

DESCRIPTIVE TEXT

SUBTEXT IF NECESSARY

First Quarter Major Summative Assessment [USE “COMMON ASSESSMENT” at least once in multi-section courses]

DESCRIPTIVE TEXT

Second Quarter Major Summative Assessment [USE “COMMON ASSESSMENT” at least once in multi-section courses]

DESCRIPTIVE TEXT

There will be one additional summative assessment per quarter.

Text(s):

DESCRIPTIVE TEXT

Academic Dishonesty/Plagiarism and Cheating

The willful giving or receiving of an unauthorized text, unfair, dishonest, or unscrupulous advantage in academic work over other students using fraud, duress, deception, theft, trickery, talking, signs, gestures, text messaging, copying, or any other methodology will not be tolerated. Any student participating in any of the above behaviors will be referred to their housemaster. Subsequent consequences in terms of grades and remedial work will be at the discretion of the teacher within the guidelines of the student/teacher handbook and school grading policy.

Plagiarism is the submission or presentation of another person’s work, language, thoughts, ideas, or expressions as your own original work. This includes all information downloaded from the internet. Any student who submits plagiarized work will be referred to their housemaster. Subsequent consequences in terms of grades and remedial work will be at the discretion of the teacher within the guidelines of the student/teacher handbook. It is important to remember to correctly cite another person’s work using the MLA or APA format.

Homework:

ONLY IF YOU ARE GIVING HOMEWORK

Quarterly Grading Guide – [Group Description] swap out the guide below with the correct guide for your PLC

Category	Category Weight	Minimum # of items in the category by the end of the Marking Period	Examples (other assignments are possible by course group decision)
Formative Class Work	35%	8	Do-Now/exit slips Discussions Small group work Journal/written responses in class
Formative Homework	15%	6	ListenWise (2x quarter) Journal/written responses as homework Worksheet and text response questions Take-home quizzes Scaffolded work from CEPAs* Socratic seminar questions
Formative Assessments	20%	5	Content checks Vocabulary checks Scaffolded work from CEPAs* Socratic Seminars* All other non-summative assessments
Summative Assessments ~Unit assessments, projects, papers ~Final/Common Assessment Second-chance learning for Summative Assignments will be made available per school/teacher guidelines	15% 15%	2	All unit-end CEPAs and Common Assessments: Common Assessments Formal writing Projects (independent or small-group) Presentations Debates Socratic Seminars* Research Paper PPt or video with narration.

Late work: Work should be handed in by the dates given. If you know that you will have problems meeting a deadline, contact me before the deadline. The point of our work is mastery of content and skills. Meeting deadlines is an important skill. However, life happens. Chronic tardiness will result in a reduction of your grade, commensurate with complicating factors. We will discuss the situation together before I reduce a grade for lateness.

Writing Assignments: In this class MLA Style is used for academic writing style. Written work is expected to conform to this style as indicated by the teacher. For help on style conventions, please refer to the Purdue Online Writing Lab (OWL) at https://owl.purdue.edu.

Extra-Help: Need help? E-mail me and we’ll set up a time. I am available before and after school and during advisory. You also can contact me through Google Classroom, using the classroom Stream for queries.

Final Note:

The rules and regulations outlined in the Lowell High School Handbook are taken very seriously in this classroom. In particular, the following should be noted:

Your ID badge must be visible at all times: please do not enter the room without it. Do not take it off once the class has begun.

Hats, Headbands, bandannas are not allowed in class and must not be visible.

Cell phones and other electronic devices should be out of sight and turned off, unless I indicate otherwise.

You may not leave my class without a pass from me. I will not let you leave class without your ID badge clearly visible.

I am looking forward to working with you this school year. It is my hope that you will learn a lot from the work that we do. I also hope to learn a great deal from you. I welcome communications from parents/guardians as well as feedback from students.

Appendix 1 [OPTIONAL but good to include]

Focus Areas in Common Core Reading Standards:

SOC RH 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

SOC RH 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

SOC RH 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

SOC RH 6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Focus Areas in Common Core Writing Standards (all standards mentioned include appropriate subsets):

SOC WHST 1. Write arguments focused on discipline-specific content.

SOC WHST 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

SOC WHST 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SOC WHST 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SOC WHST 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SOC WHST 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Please sign and return this entire page by [DUE DATE HERE].

Dear Parents and Guardians,

I am delighted to be your child’s Education in America teacher during this important academic year. I will work hard to provide students with opportunities to improve their reading, writing and critical thinking skills.

I have reviewed the course information and expectations with the students. However, knowing the benefits of strong home-school communication, I would appreciate your acknowledgement that you have also read and reviewed this packet of information with your child.

I look forward to working with your child and meeting you at the upcoming Parent’s night in November. If you have any questions or concerns, please contact me at any time. My email is rdelossa@lowell.k12.ma.us.

Respectfully Yours,

I have read and reviewed the class rules, course goals and requirements with my child and I understand the expectations in History class this year.

Parent/Guardian’s Name (please print) _____________________________________________________________

Parent/Guardian’s Signature _________________________________________________________________________

Parent/Guardian email (please include this if you want me to contact you by e-mail):

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