Course Syllabus

The Sinks' Syllabus

...or Sinks' General Way of Doing Things in Just About Every Class He Teaches

Golden Rules

The following should always be heeded in Integrated Lit:

1. Don't be a goober, you are not as cool, funny, clever, great, stylish, beautiful, smart, sassy, you name it, as you think.
2. Treat the lab with respect and ownership - this is your home and equipment. Truly, this is the coolest place at CHS. Cherish it.
3. Be Nice.
4. Think before you speak.
5. Enjoy life - man, you're young - you have so many cool things going for you - take advantage.
6. Don't Enjoy life irresponsibly - like Rogan always says, "you have your whole adult life to be an idiot."
7. Meet everyone in the class - know their names - know something about them.
8. Take chances.
9. Learn new tricks.
10. Join something (appropriate please).
11. Try.
12. Think.
13. Don't give up.
14. Believe in yourself.
15. Do it well - make it better!
16. Don't print your cell phone bill
17. Clean up after yourself.
18. Say something nice to someone different everyday.

No Tolerance for Intolerance

Respect your peers’ culture, sexual orientation, socio-economic position, family situation, and ideas. This room is a safe environment and we have no qualms with removing a potential or apparent threat to the sanctity of the environment.

Cell Phone Use

Keep your cell phone in your pocket or bag on vibrate or silent – respect the learning environment. Texting during class not only affects your ability to focus during class, but those around you as well. Expect consequences if using your cell phone in class becomes a recurring issue. Parents/Guardians- please limit cell phone contact w/student while in class.

Attendance

Attending class is a key component of being successful in E4. In business terms, a person with solid "soft skills" such as good attendance, are almost always retained and/or promoted over others who do not have those skills. We value and emphasize soft skills through the Employability Evaluation (see below).

While we recognize that some absences and tardies are beyond a student's control, we want students to communicate with us via email (jeremy.sinks@district6.org) the times when he/she misses a class – this is just a good overall practice as this is the case in any job.

It is the responsibility of a student who misses class to check our agenda in the course modules. 

Grading Policy

Grades are based on the BIS standard scale:

• A = 90% – 100%
• B = 80% – 89%
• C = 70% – 79%
• D = 60% – 69%
• F = 59% – below

Grades are weighted as follows:

• Projects/Portfolio –30%
• Homework/Daily Work - 30%
• Tests/Quizzes - 20%
• Employability - 20%

Regular assignments are based on a 5-point scale:

• 5 = Publishable, exceeds performance standards and might earn you a promotion
• 3 = Illustrates knowledge of the content but needs revisions
• 1 = Assignment would be unacceptable in the workplace because of writing errors (grammar, spelling) or lack of effort

Major assignments use the 5 point scale as well, but contain multiple categories that increase the overall score.

Completion Grade Assignments

There will be certain assignments that are graded on a 2 point scale. These will be assignments that are given at different times during the term (for instance, the first week essay/reading assignments or homecoming week flyers). These assignments are graded on completeness, quality and timeliness. Students lose points based on lack of completeness, poor quality and lack of timeliness. We will call these assignments - Completion Assignments

To view the specific Common Core Standards aligned with this course, please see the bottom.

We reserve the right to round off percentages for a higher grade based on a student's Employability performance.

Employability

Students are assessed on their employability using the AWEPA Rubric. Sinks believes there are a set of essential skills that make a student successful in not only education but in any profession. These identified skills include:

• Attendance
• Work Ethic
• Productivity
• Attitude
• Teamwork
• Communication
• Problem Solving
• Persistence
• Creativity
• Curiosity

Students are assessed on their employability using these sets of characteristics outlined in the AWEPA + E³ + HoM = Success rubric every term. Students evaluate themselves, then Sinks evaluates the students using the same rubric. Sinks ultimately determines a student's Employability score, but in most cases a student's evaluation of themselves and the teachers' evaluation of the students are fairly similar. Click here to view the AWEPA + E³ + HoM = Success Evaluation form.

Redo Policy

Students may redo assignments if the assignment is completed and turned in on time. This policy is to reinforce continued improvement of projects as would occur in a successful business environment. We also wish to promote students learning from his or her own mistakes. The following outlines the two different types of "redos" and general guidelines.

Limited Redo Attempts

Unless specified otherwise, you may submit an assignment up to TWO times. The first submission of an assignment is considered submission ONE, leaving you with ONE additional attempt at submitting an improved assignment for your desired grade.

Unlimited Redo Attempts

For assignments designated as "unlimited redos," students may submit an improved assignment for a higher grade as many times as they wish until they obtain the desired grade.

Tests, Quizzes, and Presentations

The redo policy does NOT apply to tests, quizzes, or presentations. However, we will occasionally offer students the chance to improve a test or quiz score by taking advantage of a "Quiz Bomber." Presentations are considered a one shot attempt – as we all know, there are no redos in front of a live audience.

General Guidelines

1. Any assignment re–submitted for grading must show significant improvements to be eligible for a re–grade. Furthermore, the assignment must be completely free of spelling errors
2. Assignments must be re–submitted before the end of the current term in which the assignment was given

Procedure for Re–grade

To submit a digital assignment for a re–grade, do the following:

1. Send an email to the teacher who initially graded the assignment
2. Attach the assignment to the email if required
3. In the subject line, insert """Please Regrade insert assignment name here"
4. Please use the body of the email if you have any questions or concerns about the assignment, otherwise leave the body blank

To submit a hardcopy of an assignment for a re–grade, do the following:

1. Attach ALL previous drafts of the assignment to the BACK of the re–submitted draft – NEW draft needs to be on top
2. Place the assignment in the assigned box for the teacher who initially graded the assignment

Late Work

Assignments turned in late are a detriment to a student's success in any subject. Due dates are assigned to hold students accountable for their work and to teach time management skills that are valuable in any career. Therefore, it's imperative for students to communicate with their teachers when situations arise that prevent them from completing assignments on time so the teacher(s) can offer assistance to help a student overcome a difficult challenge he/she may be having with the content of the assignment and/or to make the necessary accommodations or adjustments to a due date.

If no accommodations or adjustments have been made for a student who submits work 1 week late from the original due date, a 1-point penalty on the Cognitive Skills Rubric may be applied. Student work submitted – without accommodations or adjustments – 2 weeks (or longer) from the original due date may only receive a maximum of 5 points – out of 8 (5/8) – on the Cognitive Skills Rubric.

Incomplete Policy

ALL FINAL PRODUCTS and FOCUS AREAS MUST be turned in and/or completed to receive a grade for the term

• Missing ANY of the above at the end of any grading period will result in an incomplete.
• NEW! Incomplete's that are not made up BEFORE THE END OF THE FOLLOWING TERM will turn to F's
• The incomplete policy is designed to reflect the same requirement that all tasks be completed in the work place, as well as enhance student success in our program

Credits

You will receive 2 English credits and 1 Global Studies credit for successfully completing this course.

Bathroom Breaks

Take care of your business before class. Only one person may go to the bathroom at a time when it’s appropriate. Excessive requests will be denied. A strict "No Go" policy will be enforced the first and last 15 minutes of class.

Food and Beverage

You may eat in class as long as it does not cause a disturbance or create a huge mess. Throw away your garbage — we are not your maid. No glass. With the new "makeover" in the Tech Center, ALL drinks must have a screw type lid – no Big Gulps; furthermore, we will NOT allow students to eat lunch in here. We want to keep the Tech Center in the best condition possible – after all, this space is as much your as it ours – let's keep it nice for everyone!

Computer Use

Each student will have use of a computer while in class. Because many students use the same computers, it is expected that students do not make any system changes. Changes desired for work related to academic learning may be discussed with the instructors but must not be made without permission. In addition, computers should not be used for anything that does not contribute to student's formal education at Crater High School. Students who bring in their own computers must set them up in designated areas only and obey the same responsible use policies as required on computers owned by School District 6.

• Do not put any software on our computers that we have not provided to you (this includes the newest version of Adobe that you burned from your connection in Holland, movies, anime, cartoons, games, and anything else).
• Don't lock your computer and then leave — it will be restarted.

Working Lab

To provide students with a greater chance to succeed given our redo and incomplete policies, working labs are scheduled on a weekly basis to allow students to improve their work and make-up missing assignments. Generally, there are no new assignments given on these days. Students are expected to use this time wisely to submit the highest quality work possible.

Plagiarism

We consider the act of plagiarizing another person’s work a gross violation of academic and social integrity. Plagiarism is often characterized by copying an author’s work without giving him/her credit for his/her ideas and using them as your own. The punishment for plagiarizing another author’s work includes, but is not limited to:

• An automatic referral
• A phone call home
• Failing the assignment with no opportunity to redo it
• Failing the class for the quarter or semester

Copyright Basics

• Copyright Info – from Assignment

Teacher Email

Whenever you send an email, please do the following:

1. Put a subject in the subject line (i.e. - please regrade resume)
2. Capitalize - Grammar and Spell check
3. Be respectful — we are busy guys and appreciate your patience. Rude emails tend to get pushed to the bottom

• jeremy.sinks@district6.org

Teacher Time

When we ask for your attention, we usually want you to turn off your monitor. Nothing personal.

• Be respectful, give us your attention
• Listen, you might learn a couple assignment shortcuts.
• Teacher hours are from 8:15 until 4:15 - please do not assume the lab will be open beyond that time frame.

Activities and Community Involvement

Without a doubt one of the most important things you could do for yourself is to get involved in some sort of a community activity. You might be the smartest person, best athlete, most talented individual at Crater but if you don't give something back by being involved (volunteering) it will cost you financially in the scholarship hunt (as well as personally from the standpoint of giving back). The following are activities that BIS teachers are involved with:

• Community 101 – Community Service Club
• DECA – Marketing Club
• Yearbook
• Animal Shelter
• Kiva

Our advice – volunteer a minimum of 10 hours a month (and keep track of it)!

English Language Arts & Social Science Standards & Objectives

This course is taught to Common Core Standards in English Language Arts and Social Studies.

College and Career Readiness Anchor Standards for Reading

CCSS.ELA-LITERACY.CCRA.R.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.

CCSS.ELA-LITERACY.CCRA.R.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCSS.ELA-LITERACY.CCRA.R.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.

CCSS.ELA-LITERACY.CCRA.R.10

Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

CCSS.ELA-LITERACY.CCRA.W.1

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

CCSS.ELA-LITERACY.CCRA.W.4

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

CCSS.ELA-LITERACY.CCRA.W.8

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Multicultural Studies

HS.11

Examine the pluralistic realities of society (such as ethnic and social groups, urban/rural, cultural, poverty, religion, and age) recognizing issues of equity, and evaluating the need for change.

HS.22

Examine how producers and consumers in different communities and levels of society (urban and rural, socioeconomic, regional economies) influence and respond to business cycles.

HS.24

Describe the possible benefits and consequences, both intended and unintended, of government policies to improve market outcomes.

HS.26

Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

HS.42

Use geographic data to analyze the interconnectedness of physical and human regional systems (such as a river valley and culture, water rights/use in regions, choice/impact of settlement locations) and their interconnectedness to global communities.

HS.55

Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history.

HS.56

Explain the development and impact of major world religions and philosophies on historical events and people.

HS.61

Analyze and explain persistent historical, social and political issues, conflicts and compromises in regards to power, inequality and justice and their connection to currents events and movements.

HS.66

Examine and analyze the multiple perspectives and contributions of ethnic and religious groups, as well as traditionally marginalized groups within a dominant society and how different values and views shape Oregon, the United States, and the world.