2016-2017 Syllabus

Mrs. Bollichs Gifted ELA

Delcambre Junior High (home base school) & Anderson Middle School
Dear parents and students,
Welcome to a new school year! I am very excited to return as the ELA teacher for
Gifted students in Middle School. Please read and keep this syllabus, as it contains
important information about GT ELA, like class rules, expectations, materials, and an
overview of the year.
This ELA course meets the needs of students identified as gifted. Through thematic
integrated units, students will cultivate and expand their skills in writing, literature,
vocabulary, and research. Instruction, learning, activities, and assessments align with the
Louisiana curriculum standards.

Contact Information

During this school year, students will examine academically challenging fictional,
nonfictional, poetic, and dramatic texts. In addition to the core class readings, students
must select, study, and present AR-appropriate texts. Approximately half of the
instructional units center on the writing craft. Students will develop exemplary
arguments, write ethically from research, exposit literary texts, write informational
essays, and create effective narratives. Systematic studies in grammar, vocabulary,
and Greek and Latin word stems will further improve students skills and prepare them
for their ELA studies.

Email:

Please email me if you have any questions.

Anderson Middle: (337) 365-3932

Im at AMS from 7:00am until 9:50am.

gabollich@iberia.k12.la.us

Website
mrsbollichsgiftedela.weebly.com

Phone Numbers
Delcambre High: (337) 685-2595
Im at DHS from 10:20am until 2:30pm.

Sincerely,
Mrs. Bollich.

MY TEACHING PHILOSPHY:
I believe that students, no matter their age, are valuable members of their community who have the potential to positively impact their
society. I also believe that learning, in order to be useful and relevant, must go beyond the classroom. I believe that learning is not
about the grades, nor about test scores, nor about their teachers, nor about their principals. If my students can take away one message
from GT ELA this upcoming year, I would like that message to be that what they do (or don't do) matters. I want them to know that they
can choose to control how they will impact their society. That, even if they are "passive observers," they can affect society by a lack of
action. I want students to realize that life is not about a single letter grade in a class. I want them to know that what they learn in school
is important, not because they will be taking a test on it, but because what they learn canand shouldbe used in life and throughout
life. I want them to know that human beings areby natureinquisitive and that ignorance begins when we think there is nothing else
to learn. In other words, I want them to not only learn about ELA, but I want them to understand that what they learn in school has
consequences for the other parts of their lives.
Finally, I believe that Intellectual lethargy is one of the most contagious and prevalent conditions of our time. One of the culprits is
societys attempt to make learning an unchallenging activity. It leaves out the true exercise of the mind, in which knowledge is extracted

It is the spectator, and not life, that art really mirrorsOscar Wilde.

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and deduced from the surroundings and embeds itself in ones cognition. One of the reasons
why I enjoy teaching gifted students is because of their interest and desire to learn, to
understand, and to thrive beyond set expectations.
As Oscar Wilde said, "all art is at once surface and symbol." I want students to be able to
understand and question their own place in the world by going beyond the surface of a text
and explore themes which great writers have sought to understand. Through this exploration,
students learn valuable skills, including writing skills and critical thinking. Teaching literature
to gifted students is what allows me to keep learning and growing, not only as a teacher,
but also as a person. To me, students who challenge me to learn and explore more than I
know are the ones who make teaching worth-while and interesting. As my teaching mentor
once said, "once you think you have nothing else to learn, then you should retire. Teachers
who think they know everything do not make good teachers."
I look forward to this upcoming year and I hope you are excited as well.

Course Information
I.

Course Level

Necessary Materials &

Supplies

1 or 2 Three-ring binder
One 1 binder.
6 binder dividers (Tab Dividers)
One college composition notebook
One pocket folder
2x2 Post It Notes (or larger).
Loose leaf lined paper
Pencils
Blue or black pens
One box of tissues
One roll of paper towels
One container of Clorox wipes (or
the off-brand equivalent).

The Gifted and Talented English course presents a curriculum designed for the academic and creative needs of gifted students. Each
unit differs from other grade-level courses in content; however, the core standards remain the same. Additionally, gifted students
academic standards include an expanded battery of standards to challenge and in spire these exceptional learners.

II.

Learning and Developmental Goals

Students will become proficient readers, writers, researchers, and thinkers. Breaking this overarching goal into day -to-day application
involves the following:
Connecting class studies to students daily lives and the world beyond
Writing frequently and with developing skill
Using the writing process to create works in a variety of forms
and for a variety of applications
Finding artistry in written and spoken language
Speaking with skill and ease in a group setting
Applying language arts skills to further personal and educational pursuits
Identifying literary forms and techniques
Gaining skill in comprehending and analyzing literature
Responding to literature through writing
Using technology effectively and efficiently to complete tasks
Locating information from a variety of resources
Working cooperatively in peer group activities

III.

Curriculum Standards

For a complete presentation of the Louisiana Department of Education standards, please visit the Louisiana Believes website.
Additionally, I will provide a copy for the students to keep inside their binders.

It is the spectator, and not life, that art really mirrorsOscar Wilde.

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IV.

Student Binders

Language arts students will

need a binder (see
Necessary Materials and
Supplies). This binder needs
to be used for ELA only.

1. Current Unit
2. Journal
3. Vocabulary and 4. Grammar &
Literary Terms
Mechanics
5. Resources
6. Enrichment
Binder Dividers Categories

Organization is key to success. Record of student organization and preparedness will

be part of their grade. The 1 binder will be used during each unit (9-week
grading period) and divided into six sections using the binder dividers.

V.

Assessing, Evaluating, and Recording Student

Progress

Grading will reflect students daily and long-term approach to academic rigor. The
binder must reflect regular participation, note-taking, literary assignments, and
homework. All of these will be part of the final grade. Major grades will include unit
tests, book reports, literary projects, major papers, and formal literary presentations.
Assessments with a subjective element, like essays and presentations, will be
evaluated for content, organization, voice, and grammatical conventions using a
rubric.

VI.

Homework Policy

Homework is due at the beginning of the assigned period. If a student is in class but
finishing the homework, a late penalty point deduction will apply. For homework not
turned in, point deductions will continue, and the student must attend PAWS during
lunch to recover and achieve the desired standard mastery. Grades for work
completed in PAWS will reflect the late deduction.
Students must be reading at home for at least 20 minutes each day in addition to
homework.

VII.

Class Procedures & Disciplinary Action

Late Work and Make-Up Work:

o
o
o

o
o
o

Classroom Rules
1. Listen and follow directions.
2. Raise your hand before speaking or
leaving your seat.
3. Respect yourself, your classmates, and
your teacher.
4. Keep hands, feet, and objects to
yourself.

Choices for Success:

Successful students choose to:
Come to class prepared to learn.
Utilize class time effectively and stay on
task to be productive.
Achieve the highest quality of individual
work.
Respect self, peers, staff, and property.
Set and reach personal goals in
language arts.
Cooperate in learning groups.
Use formal and appropriate language
supporting class topic at all times.
Have supplies at all times.
Understand personal learning strengths
to maximize success.
Turn in assignments on time.

Classroom Privileges:
Students may get up and move around the
room as needed unless it is direct instruction
time. I do not allow students to leave the
classroom unless it is an emergency. Students
have a 5 minute passing period in which they
are to take care of personal business. Students
are not allowed to go to a locker during class
time.

Late assignments will not receive full credit.

Late assignments will be submitted to the absent/late work basket in Mrs. Bollichs room.
The Late Work Policy applies to absent work not submitted in a timely manner. One day will be allowed for each day of
absence to make up work. It is the students responsibility to get absent work assignment sheets, which will be placed in the
students file in Mrs. Bollichs classroom. Please mark ABSENT on your work before turning in the late homework.
Ten percent (10%) each day will be deducted from an assignment for each day. I will not accept homework more than five
school days late.
The students should be able to discern an appropriate time, not during direct instruction time, to get additional help regard ing
absent/missing assignments. The beginning of the hour is not an appropriate time for one-on-one requests.
Make-up work resulting from an excused absence must be completed within five days of the absence. If the assignment was
issued before the absence, the original due date applies.

Tardies:
Students must be in seats and on task WHEN the tardy bell has stopped ringing. Otherwise, the students will be counted tardy.

It is the spectator, and not life, that art really mirrorsOscar Wilde.

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 Class Rules, Procedures, and Expectations

For all AMS/DHS discipline policies, please refer to the student handbook.
Additionally, to ensure a productive learning environment, the following classroom procedures apply:
1.
2.

3.

Come to class on time and sit in your assigned seat.

Once you are seated and your homework is out for
me to check, you are to begin immediately on your
bell ringer activity (varies each day).
I will strive to wrap up our class session with enough
time for you to be punctual for your next class. You
MUST NOT begin packing up your book sack until I
indicate you may do so, as this behavior is not only
disruptive, but also disrespectful.

Classroom rules are on the right-hand box on the previous

page. Additionally, they are posted on the classroom
wall.

Choosing to disregard the class rules and procedures will

indicate to me that you are choosing the following
consequences (in this specific order):
a) A reminder of the rule.
b) Student-teacher conference (verbal
warning).
c) Phone call home.
d) Write up
e) Conference with parent, teacher,
and student.
f) Office referral.

It is the spectator, and not life, that art really mirrorsOscar Wilde.

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IX.

Plan for Communication with Parents

My website provides the class syllabus (this syllabus) as well as a Weekly Planner showing an overview of the current content and
assignments covered in class*. I will attempt to maintain the website updated. However, maintaining the website up-to-date may not
always be possible, so please be aware that I will try my best, but will not promise that the weekly planner will always contain the most
recent information. Grades will be posted on Webpams.
*Assignments and current content are subject to change as I see fit (teaching involves flexibility). Such changes may not be reflected on the website, so students must not
solely rely on the website to stay up-to-date in the class assignments. In other words, students are responsible for relying on themselves (and their planners) to remain
informed about assignments and class news.

I also contact parents/guardians through email and/or text (depending on the parent or guardians preference). On this page, which
contains the portion that must be signed, please indicate your communication preferences.
----------------------------------------------------------------------------------------------------------------------------- ------------------------------------Mrs. Bollich
6th-8th Grade Gifted English Language Arts
Delcambre High School/Anderson Middle School
Please sign below and have your child bring this portion back to Mrs. Bollich.
My parents and I have read the policies and agree to actively commit best effort to meet the requirements and assignments of _____
(grade level) Gifted ELA.
Student name (printed) _____________________________________
Student signature __________________________________________
Questions/Concerns:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
(Optional) Student Information/Background you would like Mrs. Bollich to know (feel free to make notes or comments on the back of this
paper as well):
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Does the student have access to a computer at home? _______________
What is the best way to contact you? (Check the box or boxes and fill in the appropriate information)
Email address: ____________________________________________

Phone (call):__________________________________ ____________

Phone (text): _____________________________________________

Parent/Guardian Name (printed):

___________________________________________________________________________________________
Parent/Guardian Signature:
_________________________________________________________
It is the spectator, and not life, that art really mirrorsOscar Wilde.

Date _______________
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