How can I contact Ms. Shapiro?

Email is the fastest way to get in touch with me. My email 
address is TeacherShapiro@aol.com. There is a link to my email on 
this website and on the Porter website. This is an account that I 
use for students and parents/guardians, and I check it frequently.
To parents/guardians: If you would prefer to contact me by phone, 
you can leave a message for me at Porter, and I will return your 
call as promptly as I can. Porter's main office number is 
818.920.2050. I also always welcome notes sent with your child or 
notes written in your child's agenda. The agenda is a very useful 
forum for teacher-parent/guardian communication.

Note to students: When you email me, you must sign your emails, 
so I know with whom I am corresponding. I will not respond to 
emails in which the sender has not identified him/herself. Do not 
assume that I will remember your email address if we have 
corresponded via email previously, and do not assume that I
will try to decode your email address to try to figure out who 
you are. You must clearly indicate who are if you want me to 
respond.

Emails sent after 9:00 p.m. may not be answered until the next 
day.

Note to students: If you have a long term project, essay, etc., 
and you wait until THE NIGHT before it is due to email me for 
help, do not count on a response. There have been instances in 
the past in which up to 30 students have emailed me the night 
before a major project is due. If you have a longer-term essay or
project, please plan in advance and ask me for help before it is 
due. Waiting until the last minute reflects poor planning and 
certain procrastination on the students' part.  If you have 
questions about an assignment that you have known about for some 
time, ask me in class or via email ahead of time. 

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What is your conference hour?

In the 2010-2011 school year, I have a 1st period conference.  If 
you would like a conference, please contact the magnet office to 
schedule an appointment. If you want to conference with me, but 
you don't feel an in-person conference is necessary, we can
schedule a phone conference, or we can communicate through email 
or via your child's agenda. 

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How have you chosen the class literature?

I have chosen works that are challenging, stimulating, and 
interesting and that will appeal to the students' intellect and 
conscience. Each work is either a California Reading list 
recommendation, a selection from the American Library 
Association's "Recommended books for college-bound 
students," or it is a work that I have encountered in Adolescent 
literature courses that I have taken. I structure the year so 
that each piece naturally flows into the next, with an umbrella 
theme of issues that address power, structure, relationships 
within society (including issues of morality, ethics,  
ethnocentrism, political/social/racial/cultural division and 
hierarchy within American  culture, as well as 
various other cultures). Students will evaluate and discuss the 
significance of change/adaptation as a means of acceptance of 
various cultures and differences. Students will explore issues 
through essay form, Socratic seminars conducted in class, 
group/panel discussions, journal responses, class discussions, 
and various other types of response activities. Of course,
all activities and assignments are standards-based.  Since this 
is a gifted and rigorous program, designed to prepare students 
for honors and AP classes in high school, our readings are mature 
and advanced. If you have questions or concerns about any of our 
class literature, please feel free to contact me.

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How do you choose the weekly vocabulary?

Our daily vocabulary is comprised of SAT prep words. Vocabulary 
is a fundamental component of a successful language arts program. 
The vocabulary activities that we engage in expose the students 
to multiple word strategies and teach the students how 
to analyze words and word parts. We also learn vocabulary 
connected to the literature that we read. All of the words that 
the students learn are practical words that students can and 
should make efforts to incorporate into their vocabulary, 
conversations, and formal writing. Each Monday, the students are
given a new set of ten words or root words for the week. Each 
day, we have a quick opening activity that requires the students 
to use and understand the words in many varieties and contexts. 
Every other Friday, we have a vocabulary quiz based on the 
previous two weeks' vocabulary.  The vocabulary program that
we use rotates words and word parts. For example, one week, the 
students will learn ten root words; the next week, the students 
will learn ten vocabulary words that implement the root words 
from the previous week. The vocab. quiz every other Friday 
assesses the students' knowledge of the root words and vocabulary
words. Learning word parts, root words, prefixes, and suffixes 
builds critical thinking, and it helps students to decode word 
meanings even when they have never encountered a word before.

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How much writing do students do in your class?

We write A LOT!!! Writing is fundamental in this class! We begin 
structured essay writing the first month of school. The students 
are taught to think critically and to apply their analytical 
skills to their writing. Students will learn how to write in 
various styles and forms. Some of our essay types will
include: narrative, response, persuasive, compare/contrast, 
expository. Additionally, students will keep journal entries, 
which usually will address issues that emerge from our readings. 
Students will also write a major research report in 
December/January. For each assignment, I provide the
students with detailed instructions, format,
and time lines, as well as samples that I have created.  

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What is the protocol for formatting assignments and turning in assignments?

      All assignments must have the standard class heading, as 
per the Porter agenda. The heading should be the first component 
written before the student begins the assignment. This prevents 
students from forgetting to write their names. Assignments turned 
in with no names will earn no credit, as I cannot award credit to 
an unidentified person. Assignments with just a name and no
other heading will have one point deducted. Likewise, if you are 
scrambling to write your heading as I am collecting the 
assignment, one point will be deducted.

      All in-class assignments should be written neatly and 
legibly in blue or black ink pen and turned in when I collect 
them. Any assignment that is not written in complete
sentences, unless I have instructed you to not write in complete 
sentences, will be returned with no credit. Most formal, 
analytical, and long-term assignments, such as essays, research 
reports, and journals must be typed using 12 pt., Times New Roman 
font, double-spaced, with one inch margins on each side and on 
the top and bottom. A type writer is acceptable.  

        With each assignment, students will be advised (well in 
advance) of the format, requirements, and grading/evaluation 
procedure.  If it is expected that an assignment is typed, and 
the student does not have access to a type writer, word 
processor, or computer, students may use the school library 
during nutrition/lunch/after school on most days, the school 
computer lab on designated days, or students can use my classroom 
computers during nutrition or lunch.  Of course, the public 
library is a resource as well. 

       Whether an assignment is written or typed, it is due at 
the beginning of class on the due date, unless I specify 
otherwise. Assignments with multiple pages should be stapled 
prior to coming to class, or one point will be deducted. Printer 
problems or computer malfunctions are not valid excuses to not 
turn in an assignment when it is due. Please make sure you always 
save your work onto a disc, cd, or flashdrive; this way, if you 
do have unexpected printer problems,you can take your saved work 
to a library or to an office store to print. I have had to do 
this many times when I have had printer problems. While you may 
use my class computer to type your work during nutrition or 
lunch, you may not use the class printer to print your work, as 
it is your responsibility to have the work ready to turn in, as a 
tangible document, when it is due. 

     

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What are your class policies?

I have written two comprehensive letters/syllabi, which 
delineate important information about the class. All 
parents/guardians andstudents will be required to read these 
letters the first week of school and to certify in writing that 
they have read the letters. If you find that you have questions 
that are not answered in those letters, please let me know. The 
letters are located on this website, titled "Syllabus" 
and "Syllabus Supplement."

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How can I know what my child does in your class daily or if my child has homework?

The students are required to write the daily agenda upon entering the room
each day, which dictates our daily activities and any homework.
Parents/Guardians should read their child's 
agenda on a daily basis to remain updated on your child's class 
activities, and to remain updated on your child's homework,
assignments, and/or grades. The agenda is always clearly
written on the board. Additionally, my goal in maintaining this 
website is so both students and parents/guardians can remain 
updated on class information. For clarification on how to obtain 
and complete work missed because of an absence, please read the 
class syllabus for absence policies. 

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How often do you assign homework?

This is answered in the syllabus, but just as a reminder:
Homework will be assigned based on the needs of the students and 
the class in meeting the course objectives; this may include 
regular assignments during the week and on the weekends. In the 
case of a longer assignment, such as an essay or a research 
report, students will be given a timeline of when each component 
of the assignment is due and when the final product is
due. Students must budget their time to meet the timeline 
requirements. During periods of longer, more arduous assignments, 
and depending upon the degree of energy, effort, and time 
required to accomplish the assignment, other homework may not be 
given, as to allow students to focus solely on the
more difficult project. For example, if we are working on an 
essay, the students must budget their time to complete the 
various components of the essay, which would serve as their 
homework. There is also a homework section on this website that 
students and parents can check. 

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What are your grading practices? Do you contact parents if students do not turn in work or earn low scores?

This is answered in the syllabus, but as a reminder: Grading is 
objective and based solely on points. Each assignment is worth a 
certain number of points. At grade reporting time, the students' 
accumulated number of points is divided into the number of points possible,
which renders a percentage. I use a standard percent chart (90-100%=A, etc.).
I use the district-sanctioned grade program, "GradeMax." The progress
reports/report cards are my method and the district's method of notifying you
of your child's grade in the class. Parents/Guardians will be notified of
their child's grade via progress reports every 5 weeks.

As stated several times on this website and syllabus, I do not contact
parents/guardians when students miss an
assignment or earn a low score on an assignment. The need for my contacting
parents/guardians should be obviated by parents/guardians remaining proactive
and updated on their child's work in the class. Please know when your child
has an assignment due, ask to see the assignment before it is turned in, and
ask to see the
assignment after it has been graded. If your child claims there is no
homework, please check the agenda or this website to verify. If your child
claims an assignment has not been graded yet, feel free to email me to verify.
For all assignments, the students are given very specific, clear, and thorough
requirements and guidelines. If your child is not communicating the assignment
expectations with you,  feel free to email me.

Additionally, about one week before progress reports are sent 
home, I send home individual grade reports, letting 
parents/guardians know if their children are missing any 
assignments or have low scores. These notices require 
parent/guardian signatures, and if a student does not 
return these, the student will earn a "U" in work habits on the 
following progress report. If parents/guardians are unsure of 
grade reporting dates, please check with the school. 

To parents: If you would like a more frequent method 
of grade communication, such as agenda checks, please let me 
know. 

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Do students take home graded work?

Each student will be issued a portfolio folder the first week of 
school. Once a week (or more/less frequently, as necessary), we 
will set aside some time to return work. Students will have an 
opportunity to review their work, read my comments, reflect on 
their grades, etc. Students will put their work in their
folder, which will remain in the class throughout the year. I 
keep the folders in the class to prevent the students from 
discarding work and so that I can assess the students' 
improvement. Additionally, having the portfolio folder in class 
is useful for parent conferences.  Portfolios will be sent home 
every 5 weeks for parent review. If parents/guardians would
like to see their child's portfolio folder more frequently, 
please just write a note in your child's agenda, and I'll be 
more than happy to send the folder home for your viewing. If you want to see
specific assignments, or if you want to see an assignment immediately after it
has been graded, just write a note in your child's agenda, and your child will
take the assignment home for you to review.
Students are encouraged to take their folders home at the end of 
the year.

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How long does it take you to grade assignments?

I cannot offer a standardized answer for this. English is 
different than all other subjects in that most of the work that 
the students do is intensive writing, which should take a lot of 
thought and time on the students' part, and, consequently, it 
takes a lot of time and thought on my part to grade. I do not
give "busy" work or fluff work. All of our work is meaningful, rigorous, and
serious, and I take my job in evaluating the work seriously. I spend dedicated
time evaluating work and making necessary comments to help students to
improve. As an example, it takes me an average of 15 minutes to grade one
essay. I have approx. 170 students. Thus, 5 class sets of an essay can take me
approx. 3 weeks to grade--and that is if I set aside a few hours each night,
keeping in mind that other work also comes
in during those three weeks, which I must grade as well. I grade all work as
promptly as possible, but given the rigorous nature of the work assigned in
our class, you will not get your assignments back as quickly as you may in a
class in which you do multiple- choice assignments. 

Note to students: Constantly asking me if an assignment has been graded will
not speed up the process. I want your assignments to be graded as quickly as
you do. I am as eager to see how you are doing as you are! I work diligently
to grade your work, but it takes time...and a LONG time to read your
assignments. ...And yes, I read every word.

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Do you allow late work?

This question is answered in both syllabi, but as a reminder: 
Late work is only permitted if a student has a verified/certified absence. In
order for a student to be eligible to turn in the work he/she missed during an
absence, the student must approach me the day he/she returns from the absence
to obtain his/her late work and to establish a time to make up any tests that
may have been given. I also have a detailed absence folder, which lists all of
the work and assignments we do daily; this is 
located on my desk. Students who are absent may look at this 
folder when they return from an absence. Additionally, students 
are encouraged to check this website frequently. In some 
cases (e.g.,long-term projects that have established due dates 
and timelines far in advance), students may not turn in late 
work, even if they are absent on a due date. For example, when we 
study our Holocaust unit, the students are given a very detailed 
timeline 2 months in advance, so that they know when each 
component of the project is due. If a student is absent on the
date that one of the components is due, the student must email it 
to me, sendwith a friend, or have someone drop it off in my mail 
box. Please note that if a student is on a field trip or engaged 
in a school activity the day an assignment is due, the student 
may not turn the assignment in late. Likewise, if a test is given 
the day a student is involved in a school activity, the student 
must make up the test beforehand. All of these policies fortify 
my goal of encouraging students to take responsibility
and ownership for their work and for their choices. Please make
sure to read the homework and absence policies in the syllabi.

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Do you offer extra credit?

In short, no. Because each individual student's grade must be a 
clear reflection of that student's progress in the class, extra 
credit invariably defeats the teacher's goal of assessing whether or not the
students are mastering the necessary skills. For example, if a student has
legitimately earned a "D" or a "C" in the class, but has done extra credit to
bring that grade up to a "B," the "B" does not genuinely reflect the student's
mastery of the skills. The "B" reflects "extra" work that the student did to
compensate for the work that he or she did not do well on or work that the
student may have not done at all. Thus, it is not an honest representation of
whether or not the student has mastered the state standards and skills. It is
crucial that I am aware of how the students are doing at all times, so I can
help them when necessary. Likewise, it is crucial
that the students' 9th grade English teachers also have access 
to the students' most accurate grades possible. Again, if extra 
credit were to bring a student's "D" or "C" to a "B," the 9th 
grade teacher may assume the student has mastered skills that the
student really has not acquired. The decision to not allow extra 
credit is not for punitive reasons; on the contrary, it is a 
decision made to encourage students to remain current with all 
work and to seek help when necessary, so that extra credit is not even
desired. It is more sensible and helpful to the students for me to work
independently with them when they are struggling to master a concept. I review
concepts multiple times before I assess the students' understanding for a
grade. Therefore, during our many class reviews, students are encouraged to
seek help if they are confused. Additionally, unless I have a meeting or other
obligation, I am happily available during lunch to help struggling students.

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Do you offer tutoring?

I am available to the students daily during lunch, except for 
Tuesdays, as I sponsor an extracurricular student club on 
Tuesdays. Students should let me know at least one day in advance if they plan
to come in for tutoring, to make sure that I have no other appointments
scheduled. Additionally, our school hosts free tutoring several days a week
after school.You can contact the main office or magnet office for the tutoring
schedule.

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You have not answered a question that I have.

Please email me, and I'll be happy to answer any questions or 
address any concerns. If it becomes clear that I haven't 
addressed something that many students or parents/guardians are 
inquiring about, then I will add it into this section. 

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