Syllabus: Pluralistic Literature

English 10 Honors English

Teacher: Ms. Fougerousse

New Albany High School
Email: kfougerousse@nafcs.k12.in.us
Website: nahsfougerousse.weebly.com

Snapshot: Course Overview

Welcome to 10th Grade Honors English! This semester, we will be exploring pluralistic literature and various perspectives
that contribute to the diverse body of literature available to readers in contemporary society. I want you to always do your
best. I want your priorities to be based on intrinsic interests and your own desire to learn more and attain wisdom about
yourselves, other people, and the world around you at large. I want your experience in my classroom to be an entertaining
interlude in life. I want you to try things- try a new writing style- try reading from a different genre than you are
accustomed to reading. I want you to be creative and divergent. My class is an opportunity to experiment, consider new
perspectives, formulate your own perspectives, develop your tastes in literature and writing styles, and express your voice.
This year, we will be reading various forms of literature including novels, poems, and short stories. We will have writing
assignments, presentations, and projects that correspond and enhance what we are reading in and out of class. In addition,
we will focus on vocabulary building and grammar. We have a lot to cover this year and my job is to make it interestingthat is what I aspire to do.

Snapshot: Course Description

The purpose of this course is to introduce you to diverse literature and the importance of pluralism as a literary movement.
This is an Honors level course. Therefore, my expectations for your level of dedication and effort are higher than the
expectations in a regular English class. This is a rigorous course and you should expect to put a lot of time and effort into
this course. You will be provided with a foundational basis of knowledge covering multiple genres of literature and
literary movements in literature. Novels, short stories, poems, and song lyrics will be analyzed throughout the duration of
this year. You will be expected to convey knowledge through completing projects, papers (writing assignments), varied
assessments, and small group and independent presentations. In addition to literature, you will be expected to improve
upon writing skills, presentation skills, and basic vocabulary usage. If you give your best effort, this class will prove
beneficial to you. This course is intended to prepare you for Advanced Placement Language and Composition.

Snapshot: Grading Scale

Grades lower than a 70% will disqualify students for an academic honors diploma.

Literary Units: STORIES TO BE DISCOVERED

Summer Reading Requirement
o Novel Option A: The Color of Water by James McBride
This text ties in well with narrative literature. This is James McBrides autobiographical account of what it was like being
confused about racial and ethnic differences growing up. This text explores the bonds of family, the influence of ones past
and upbringing, and the role of race and religion in personal identity.

o Spoken Word: My Best Friend by Ise Lyfe

This spoken word piece exemplifies the power of words and connotations that were intended to divide individuals based on
race. By reflecting on his relationship with his grandmother, Ise Lyfe skillfully expresses the negative effect that derogatory
words can have on securing identity. This spoken word piece scaffolds an understanding the pervasiveness of racism through
storytelling.

o Novel Option B: The Glass Castle by Jeanette Walls

This text also falls into the autobiographical category as Jeanette Walls explores her past. Her account explores the influence
of location, personality, interests, and socio-economic status in forming personal identities.

Unit One: Magical Realism, Psychological Criticism, & Philosophy

o Novel: Life of Pi by Yann Martel
Lets focus on a story that holds myriad formats for interpretation. The life of a boy is changed drastically as a series of
unfortunate events befall him and his existence. However, through his account, the audience is given insight into the
intricacies that bind together his story and universal doctrines.

o Short Story: Goin Fishin by Chris Crutcher

This short story underlines the psychological distress that ensues after an accident. By reading this text, the reader is led to
consider the meaning of forgiveness and the theme of friendship.

Unit Two: Middle Eastern Conflict, Historical Criticism, & Culture

o Novel: The Kite Runner by Khaled Housseini
This novel provides insight into Afghan culture and the life of two boys of different social statuses. After an incident, the
protagonist must spend his life trying to find his own way to be true to himself and live with integrity.

o Article: Stereotypes & Characterization Frames by Heidi Burgess

This article discusses the role of stereotypes as well as their dualistic role in literary analysis. While stereotypes can be
limiting and incorrect, they can also hold some level of insight.

o Optional Article: The Hijab & Islamic Feminism by Diamond Sharp

This optional text elaborates on the significance of the hijab and the current Islamic feminist movement. While many hold a
media-influenced view of the Muslim culture, this text offers another perspective for consideration.

o TED Talk: The Danger of a Single Story by Chimamanda Ngozi Adichie

This TED Talk sets the premise for this course. Adichie warns against believing in a single story of a life, culture, or
people. In so, we should strive to take the same approach in this life and open up the possibilities for a wider range of
analysis and discussion.

Unit Three: The Jewish Holocaust, WWII Literature, & Other Genocides
o Novel: Night by Elie Wiesel
This book is an autobiographical account of Elie Wiesels life in the concentration camps in Germany during World War II.
This novel uncovers the dark history of the Jewish Holocaust and the extent to which blind conformity can destroy a nation
and a people. It is a part of history that cannot be ignored.

o Short Story: The Thing in the Forest by A.S. Byatt

This short story also exemplifies the employment of symbolism to make a statement about society and the effects of
environment on the innocence of childhood and the development of individuals. This text does not take place in a
concentration camp, but rather gives another perspective into WWII literature.

o Article: The Real Lesson Behind the Stanford Prison Experiment by Maria Konnikova
This article discusses the Stanford Prison Experiment conducted by Zimbardo during the rise of social psychology. After
Milgrams results that two-thirds of Americans would kill a human because an authority figure told them to do so, many
psychologists (like Zimbardo) began to question the nature of human behavior and the concepts of social Darwinism, etc.

o Poem: The Second Coming by William Butler Yeats

While this was published in 1921, Yeats foresees an apocalypse of sorts. By reading this, you should look for parallels
between the poem and the Holocaust.

o Poem: Crocuses by Ruth Fainlight

Though short, this poem displays poignant imagery and symbolism.

o Video: Oprah Interviews Elie Wiesel (SchoolTube)

While reading the text Night, I like to integrate excerpts from Oprahs interview with Elie Wiesel at Auschwitz. Sometimes
seeing the actual footage secures a deeper connection and understanding of the text.

Unit Four: Shakespearean Literature, Clich Love Stories, & The Evolution of Fairytales
o Play: A Mid-Summer Nights Dream by William Shakespeare
This Shakespearean text exemplifies the elements of a fairytale and a happily ever after. It is an excellent text to analyze and
explore after reading the tragic Romeo and Juliet. In clever and witty ways, this play explores the vices of human nature and
offers a critique of British society during that time frame.

o Short Stories: Grimms Fairytales: The Little Mermaid by Hans C. Andersen

To sharpen comparing and contrasting skills, comparing the original Grimms stories to the Disney versions allows students
to see mimesis in action and understand the complexity entailed in reproductions.

o Short Story: Pyramus & Thisbe by Ovid (from Metamorphoses)

I think it is important to begin seeing the interweaving circles of inspiration among literary scholars and authors. This text is
closely tied to Romeo & Juliet. In addition, it makes an appearance in A Mid-Summer Nights Dream.

o Poem: Sonnet 18 by William Shakespeare

Though mystery still surrounds this iconic poem, it is a great way to understand the power of interpretation and the biases one
holds going into analysis.

o Video: Mermaid on a Dolphin (PBS)

This video help explains the allusion to Queen Elizabeth in Shakespeares A Mid-Summer Nights Dream.

Unit Five: The Concept of Crazy, Feminist Criticism, & Gender Inequality
o Short Story: The Human Chair by Edogawa Rampo
Rampo is the father of the ero guro nansensu genre and the start of Japanese mystery. His piece makes the reader question the
distinction between what is real and what is fiction.

o Short Story: Memento Mori by Jonathan Nolan

This text reflects the plot of the film of the same name. The reader must piece together a mystery to determine whether or not
Earl is a killer or a victim (or both).

o Short Story: The Yellow Wallpaper by Charlotte Perkins Gilman

Feminism. It is a word that encompasses a wide range of interpretations. However, throughout the word, the understanding
and definition of the ideology have changed. This text offers a window into the struggles of women in a patriarchal society,
where intelligence was once defined by gender. Yet, do not write off Gilman entirely if you dislike this text. Her critique of a
utopian world of women in Herland provides information into the complex mind of Gilman.

o Poem: Mirror by Sylvia Plath

This poem is told from the vantage point of a mirror and a lake and suggests that discrepancy and subsequent struggles
between subjectivity and objectivity in understanding the picture we see.

o Poem: The Mother by Gwendolyn Brooks

This poem recounts the emotions and thoughts of a mother after having abortions.

o Poem: Schizophrenia by Jim Stevens

This poem utilizes the symbol of a house to represent an individual struggling with a mental disorder.

Unit Six: Slave Narratives, Science Fiction, & Critical Race Theory
o Novel: Kindred by Octavia Butler
This novel explores two major premises: feminism and racism. The protagonist must travel back to the days of slavery to
save her ancestor (a slave owner) to secure her existence. In so, she experiences the life of a slave and expresses the complex
interpersonal relationships of the time.

o Short Story: Everyday Use by Alice Walker

This short story urges the reader to consider the true meaning of heritage. Through the three main female characters, one can
analyze the differences between what should and should not be preserved.

o Short Story: Sweat by Zora Neale Hurston

This short story discusses the disintegration of a marriage. However, the title seat takes on a new meaning at the end of the
text. Hard work, a cast iron skillet, and a rattlesnake all make an appearance in this text.

o Poem: We Wear the Mask by Paul Laurence Dunbar

This poem when read alone seems to delve into the facades that humans build in times of hardship. However, analyses
through other literary lenses would suggest other venues of interpretation.

o Poem: Harlem by Langston Hughes

Though this is a poem covered in middle school, its theme is something worth revisiting. What happens to a dream deferred?
In all of the texts up to this point, what is the answer?

o Poem: Mathematics by Mos Def

This is a song by hip-hop artist Mos Def. The lyrics expose several issues that contemporary society still faces today. By
exploring these lyrics, one can see that there are contemporary forms of slavery today.

Unit Seven: Native American Literature, Peripheral Modernities, & Native Traditions
o Novel: The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Though an easy read and infiltrated with explicit language, this text appeals to a larger audience of readers while
simultaneously discusses and provoking the thoughts of bigger concepts like racism, inequity, alcoholism, death, and identity.
I integrate this novel, because it gives an American Indian (Spokane) viewpoint (which is often overlooked in the curriculum
in Western societies).

o Novel: Rez Life by David Treuer (Just the Introduction)

This book is an autobiographical account of David Treuer (Ojibwe). The introduction provides a lot of information and
exemplifies the style of integrating personal narratives within an informative approach.

o Short Story: Indian Education by Sherman Alexie

This small work walks through each year of school.

o Article: Banning the Redskins Mascot by Johnson & McWhorter

This article discusses the banning of the Redskins mascot. While we spend a lot of time in education and within the media
discussing racism against Blacks, implicit and explicit racism towards other minority groups (such as American Indians) is
often overlooked. This article gives students the ability to begin thinking about peripheral cultures and injustice that may not
have been considered before.

o Article: Skinwalkers by Noah Nez

This article talks about the Navajo legend of skinwalkers. It discusses the early origins in Navajo culture and belief systems
and the perceptions that exist alongside.

o Poem: Hard to Take by Luci Tapahonso

This poem scaffolds students to see implicit forms of racism.

o Video: Proud To Be by Congress of American Indians

This video begins to let students see the diverse body of tribes within the United States. It also prefaces the article on banning
the Redskins mascot.

Unit Eight: Dystopian Literature, Marxist Criticism, & Political Writing

o Novel: Anthem by Ayn Rand
Dystopian novels provide a platform to explore social and political issues inherent in society. This text explores what
communism could look like if employed in society.

o Short Story: Harrison Bergeron by Kurt Vonnegut

Inspired by the flaws inherent in communism as an ideology, this short story urges the reader to consider the full meaning of
ideals such as equality, choice, independence, and freedom. This short story glosses the ideas set forth in Orwells 1984,
Rands Anthem, and Andersons FEED.

o Poem: The Snowy Egret by Bruce Weigl

Often noted as a war poem, this poem discusses the loss of innocence and the awkward transition from boyhood to manhood.
This poem ties into a dystopian outlook.

o TED Talk: Changing Education Paradigms by Ken Robinson

This RSA animated video illustrates the thoughts of educational philosopher Ken Robinson. As an educator, I am interested in
seeing how students feel about the move towards uniform education and standardization. They often provide insights into my
profession that I sometimes have not considered before.

Literature: POEMS TO BE DISCOVERED

Chicago by Carl Sandburg / Because I Could Not Stop for Death by Emily Dickinson / Muse des
Beaux Arts by W.H. Auden / The Writer by Richard Wilbur / One Art by Elizabeth Bishop / My

Papas Waltz by Theodore Roethke / American Pie by Don McLean / Ethnic Poetry by Julio Marzan /
Nothing Gold Can Stay by Robert Frost / I Will Put Chaos into Fourteen Lines by Edna St. Vincent
Millay / Root Cellar by Theodore Roethke / Requiem for a Friend by Rainer Maria Rilke / You Are
Jeff by Richard Siken Subject to Change*

Memo: Class Website & Online Socratic Seminars

You can access our class website at: http://msfougeroussenahs.weebly.com. To keep up with course readings and
associated assignments, you can reference this website. In addition, I use Google Classroom for day-to-day assignments.
Therefore, if you have access to the Internet and are absent, this can be a resource to you. Throughout the year you will
also be working with online forums. You can reach our WordPress at the following address: (we will create this in-class).
This WordPress is an online forum for Socratic Seminars. Socratic Seminars are discussions that are initiated and
conducive to critical questioning when analyzing a piece of literature of a topic at hand.

Memo: The iPad (Fully Charged)

In my class, you will need your iPad. Make sure that it is fully charged before you come to class. My outlets are not there
for you. You must charge your iPad at home. Charging your iPad in my class will result in a detention or more serious
consequences for repeats.

Memo: Bell Work

Each day, I expect you to come into class and be ready for the days lesson. To help you get into the focused routine, I
assign bell work to be completed at the beginning of each class session. Mondays and Wednesdays will revolve around
building your vocabulary. Tuesdays and Thursdays will be free write journaling days. Fridays will be a wild card. You will
be required to keep a journal or a blog for my class. You are given creative freedom to decorate or organize this journal or
blog in the way that you see best. If you choose to publish a site, you must fill out the parent consent form. In regards to
Tuesday and Thursday journaling time: We will start journaling as soon as the bell rings. Come in and be prepared. The
prompt will be projected on the front board. I will explain the prompt at the start of class. I understand that in a class
full of twenty to thirty students, sometimes it is hard to have your voice heard especially if you tend to be more
introverted. Journaling allows you to give me insight into who you are and the way you think. This is your space to be
creative. If you are just not in the mood to write about the prompt, feel free to free write. However, you must be writing
for the full duration. The purpose of journaling is to get your thoughts out on paper, to help you get focused for class, and
to give you a space to talk to me. In regards to vocabulary, you will need to create notecards or frayers with each weeks
words and definitions on them. I will give more information in class.

Drum Roll: Writing & Composition Assignments

Routinized Writing
Summer Reflective Journal (60 Points)
Summer Project | Color of Water or The Glass Castle
The summer journal is intended to help you maintain and continue practicing critical thinking skills over the summer
break. Your responses will also demonstrate your level of proficiency and ability to gather textual support to
strengthen your answers.

Journaling & Reflective Writing (100 Points)

All Year Long | Prompts Posted As We Go
The purpose of journaling is to get your thoughts out on paper, to help you get focused for class, and to give you a
space to talk to me. Furthermore, timed journaling will help you prepare for the plethora of standardized assessments
that await you in your educational career.

 One-Page Synopsis & Critical Reflections (20 Points Each)

All Year Long- Once a Month | AOW Style Approach | 10 Total
These smaller papers will help you articulate your thoughts and work on your finesse in composition skills. In
addition, by responding critically to a piece of literature, you will be enhancing your reading comprehension
simultaneously.

Priority Compositions
Narrative & Memoir Writing (100 Points)
Quarter No. 1 | Personal Narrative
The personal narrative will help you organize your own writing into a plot diagram. You will work on sensory
language, smooth transitions, and maintaining the attention of your readership. In addition, you will work on
grammatical competencies. For this paper, you will reflect on an event in your life that is in some way shaped you or
had some type of impact on your life.

Research & Informative Writing (100 Points)

Quarter No. 2 | International Issue Paper
The research paper will prompt you to explore an international issue at hand. This issue must be taking place outside
of the United States. This assignment is intended to raise your international awareness. You must use credible sources
and perfect your ability to select research from peer and scholarly reviewed databases. This paper will also build your
understanding of MLA format expectations.

Research, Argumentative, & Persuasive Writing (100 Points)

Quarter No. 3 | This I Believe Paper
NPR inspired the idea of This I Believe articles. In this paper, you will create an argument in regards to something
that you feel strongly about. You must integrate research and display competency in using MLA format. This paper
will allow you to develop your rhetoric skills.

Literary Analysis & Close Readings (100 Points)

Quarter No. 4 | College Level Literary Analysis

The literary analysis will be over all that we have covered in the school year. Through this assignment, you will use
textual support and the three-step approach to close reading. Your paper will reflect your knowledge of how meaning,
writing strategy, and language are used and presented in your selected literary piece.

Attention: Classroom Expectations

We are a learning community. Therefore, in order to maximize learning opportunities and experiences for
everyone in our learning community, there must be a collectively established and consistently maintained set of
organizing principles that shape our classroom and foster effective learning. I believe in structure and creative
spaces cushioned by guidelines. This contract outlines my expectations for our learning environment. I maintain
the right to add to this contract as the year progresses. If changes are made, they will be brought to your
attention.

1.

Be Seated.

2.

Come Prepared. Come to class with your 1 or 1.5 inch binder, the text that I indicate (on

Be in your seat when the bell rings. Rationale: We have fifty-five minutes to cram in
learning. The faster we start class, the more content we will cover during class time. The more content covered in
class, the less homework or out-of-class work for you. In congruence with Attendance Policy: Each time you break
this policy, I will write you up as if it were a tardy. Take this seriously and we will not have any problems.
Extenuating circumstances- talk to me so that I understand the situation from both sides. See the NAHS handbook for
attendance and tardy policy and discipline procedures.

the board and the day before in class), loose-leaf paper, your writers notebook (journal), YOUR
iPAD, and a writing utensil everyday unless I tell you otherwise. Rationale: To do the activities in class,
you need to have the necessary materials. If you have to leave for your locker everyday, you are missing class time. If
you are missing class time, you are missing the lesson. If you are missing the lesson, you are not going to be as
prepared as you should be in order to do your best. You have three passes a semester. Use them wisely. If you forget
something, use a pass and go get it. After you use all three passes, there will be consequences. I also can say no even
if you have a pass. When you use your passes, use them at appropriate times. I must sign off on the pass before you
can leave.

3.

Stay Organized. Organize your binders with five tabs. In addition, by the end of the
semester, you will have the information with the following sub-tabs or corresponding notes taken in
and out of class. Sub-tabs will be created as the year progresses, but you should have all five main
tabs in your binder by the end of week one. Rationale: This class is designed to give you a foundational
understanding of Pluralistic literature. My goal is to prepare you for college and further academic pursuits. This
binder, if kept properly, will be a valuable resource to you later. I will do binder checks once every nine weeks. The
discipline procedure in this case is a deduction of points that factor into your final grade for the semester.
Tabs need to include: Literature, Poems, Vocabulary, Writing, and Exams.

4.

Do YOUR Best. Do your best and I will award your effort. This entails doing your
assignments. Your best entails your best work- not someone elses best work. Rationale: I want to see
your work, your thoughts, your ideas, and your level of understanding. It is okay to build from published works and
from ideas that have been established in the past. It is okay to be inspired by different perspectives, but you must put
your own spin on it and give credit where credit is due. You cannot be creative without being a little divergent. In
congruence with Academic Integrity Policy, there will be no tolerance for plagiarism. See the NAHS handbook for
expectations and discipline procedures regarding the academic integrity policy.

5.

Be Respectful. This means respecting the teacher, respecting your classmates, respecting the
school, respecting materials, and respecting yourself. Rationale: This has come to be a clich, but it is a
necessary component in an effective learning environment. Respect. Code switching is a thing. You need to know
when it is appropriate to speak and in what ways. You need to know when it is appropriate to listen. Respect is an
indicator of your level of social integrity. I will NOT tolerate disrespect. However, there are different levels of
disrespect and discipline procedures will vary according to the level of disrespect conveyed. Inappropriate language is
disrespectful. I have a zero tolerance policy for any type of bullying. See the NAHS anti-bullying policy for more
information and discipline procedures.

Attention: Classroom Procedures

End of Class Procedure
I dismiss you, NOT the bell. Most days, I will give you the last minute of class to pack up your items and
write down your homework assignment, which will be written on the board and will usually be posted
online as well.

Make-Up Work Policy

Reference Google Classroom or this website for make-up work if you are absent. You will be given a day to
make up work for each day you are absent. If you fail to turn in work past that time frame, the assignment is
40% off if you serve academic detention. I understand that things come up. Nonetheless, it is your
responsibility to ask for make-up work and an explanation of the assignment. You may speak to me before

class begins, during journaling time or vocabulary workshop, after class, or after school. You must speak
with me if you need an extension on an assignment. COMMUNICATION IS ESSENTIAL. In the grade
book, a 0 means there is still potential to turn in the late assignment. However, a 0.1 means that the turn-in
window has passed.

Late Work Policy

The New Albany High School English 10 Honors teachers will NOT allow late work collection during
instruction time. If you intend to turn in assignments late, you must attend an academic detention session
after school to make up the work. You are required to serve an hour of academic detention in order to
receive a potential of 60% of the credit possible. Each individual teacher will schedule the academic
detention dates. Each teacher will individually be responsible for indicating deadlines for late work.

Turning In Assignments
I will collect assignments at the start of class on the day the assignment is due (unless I decide to change
things up). Online assignments will be collected via email, turnitin.com, WordPress, or Google Classroom.

Class Agenda
I will write the days agenda on the board each day so that it is visible to all. I am also going to attempt to
post that on Google Classroom (we'll see...).

Cell Phone & Food/Drink Policy

You should never let me see your cell phone or headphones in my classroom. If I see it or hear it go off, I
will take it and you will not get it back until the end of the school day. If you want to avoid losing your
phone for a day, do not bring it to class. Also, I do not allow food or drinks in my classroom.

Cheating & Academic Dishonesty Policy

You should not cheat. End of story. However, if you do cheat and you are caught cheating, you will be
written up. A note will be added into the computer system in the form of a referral. In addition, you will
have forty-eight hours to re-take the assessment or re-do the assignment at teacher discretion (that means at
my convenience and not yours). Therefore, if you cheat on a quiz, I can require that you stay after school
that day or come in the next morning to re-do the quiz (if you would like the grade). Therefore, if you cheat
on a research paper that we have been working on for four weeks, I can require that you stay after school
that day or come in the next morning to re-type the research paper (if you would like the grade). If I say
after school (that day) is your opportunity to make up the assessment and you do not have a ride or you have
another commitment, you cannot reschedule (the opportunity has passed). You should not have cheated in
the first place. Your first score will be marked as a zero in the grade book until you re-do the assignment
within the forty-eight hour window at the teacher assigned time. If you fail to take the opportunity for reassessment (whatever the reason), it will go into the grade book as a permanent zero. Repeat offenses will
be handled by administration.

Grading Policy & Grade Distribution

I run my grades each semester using a running total. Therefore, at any point in time, when you look at their
grade, that is the current grade. In addition, my class is a total points class rather than a categorically
weighted class. The higher the points allotted, the more challenging the assignment or assessment. However,
the final exam is weighted ten percent. Progress reports are provided as well as quarterly reports. It is the
responsibility of students and parents to check the grade using the iNow portal. If there is a probably
accessing the iNow portal, please contact the main office and inquire about a password reset.
In addition, I follow the NAHS Handbook for all other discipline procedures.

DISCIPLINE POLICY
Classroom Expectations
Organizing Principles & Rules
Ms. Kaylie Fougerousse
Honors English 10
We are a learning community. Therefore, in order to maximize learning opportunities and experiences for everyone in our learning
community, there must be a collectively established and consistently maintained set of organizing principles that shape our classroom
and foster effective learning. I endorse the importance of creative spaces structured by guidelines. My syllabus outlines my
expectations for our learning environment. I maintain the right to add to this contract as the year progresses. If changes are made, they
will be brought to your attention. A new discipline policy contract will be initiated if substantial changes are made.

Student Signature
I, ___________________________________, read this contract and agree to abide by the guidelines provided within. I
understand the discipline procedures that will be taken if I go against Ms. Fougerousses classroom policy. I acknowledge
that Ms. Fougerousse has the right to revise this discipline plan as the semester progresses with adequate explanation of
revisions to the class.
Signature: _________________________________________

Date:______________

Parent/Guardian Signature
I, _________________________________, read the syllabus and agree that the discipline procedures are fair. If I have
any questions regarding any discipline procedure, I will contact the teacher and set up a conference time.
Signature: __________________________________________

Date: _______________

Contact Information
Home Phone: _______________________________________
Cell Phone: _________________________________________
Work Phone: ________________________________________
Email: _____________________________________________

The best time to reach me is:

Teacher Signature
I, _______________________________, will be consistent and fair when implementing this discipline policy. I will
always give students an explanation as to why they are being disciplined. In addition, I will be sure to implement positive
consequences when students show exceptional responsibility, maturity, and exemplary work. I hold the right to revise this
policy as necessary and will give students and parents notice of any changes.
Signature: ______________________________________

Date: ________________