1. Start with the title--interpret
2. Read straight through
3. Find a foothold
4. Look for patterns
5. Identify the persona (speaker)
6. Reflect--what does it mean?
7. Look at the language (metaphors, similes, etc.)
8. Return to the title
Friday, March 9, 2012
Tuesday, March 6, 2012
Why I Wrote The Crucible by Arthur Miller
Using the two column note-taking technique, list five important ideas found in this article (left hand column). In the right hand column, respond to those ideas. What insights does Miller share with the reader? How can you relate to these ideas? What themes appear in Miller's article that you might see in The Crucible? Why?
Why I Wrote The Crucible
An artist’s answer to politics
By Arthur Miller
From The New Yorker, October 21 and 28, 1996
As I watched "The Crucible" taking shape as a movie over much of the past year, the sheer depth of time that it represents for me kept returning to mind. As those powerful actors blossomed on the screen, and the children and the horses, the crowds and the wagons, I thought again about how I came to cook all this up nearly fifty years ago, in an America almost nobody I know seems to remember clearly . . . .
I remember those years—they formed "The Crucible" 's skeleton—but I have lost the dead weight of the fear I had then. Fear doesn't travel well; just as it can warp judgment, its absence can diminish memory's truth. What terrifies one generation is likely to bring only a puzzled smile to the next. . . .
[Senator] McCarthy's power to stir fears of creeping Communism was not entirely based on illusion, of course. . . . From being our wartime ally, the Soviet Union rapidly became an expanding empire. In 1949, Mao Zedong took power in China. Western Europe also seemed ready to become Red—especially Italy, where the Communist Party was the largest outside Russia, and was growing. . . McCarthy—brash and ill-mannered but to many authentic and true—boiled it all down to what anyone could understand: we had "lost China" and would soon lose Europe as well, because the State Department—staffed, of course, under Democratic Presidents—was full of treasonous pro-Soviet intellectuals. It was as simple as that. . . .
"The Crucible" was an act of desperation . . . . By 1950, when I began to think of writing about the hunt for Reds in America, I was motivated in some great part by the paralysis that had set in among many liberals who, despite their discomfort with the inquisitors' violations of civil rights, were fearful, and with good reason, of being identified as covert Communists if they should protest too strongly. . . .
I visited Salem for the first time on a dismal spring day in 1952. . . . In the gloomy courthouse there I read the transcripts of the witchcraft trials of 1692, as taken down in a primitive shorthand by ministers who were spelling each other. But there was one entry in Upham in which the thousands of pieces I had come across were jogged into place. It was from a report written by the Reverend Samuel Parris, who was one of the chief instigators of the witch-hunt. "During the examination of Elizabeth Procter, Abigail Williams and Ann Putnam"—the two were "afflicted" teen-age accusers, and Abigail was Parris's niece—"both made offer to strike at said Procter; but when Abigail's hand came near, it opened, whereas it was made up into a fist before, and came down exceeding lightly as it drew near to said Procter, and at length, with open and extended fingers, touched Procter's hood very lightly. Immediately Abigail cried out her fingers, her fingers, her fingers burned. . . ."
In this remarkably observed gesture of a troubled young girl, I believed, a play became possible. Elizabeth Proctor had been the orphaned Abigail's mistress, and they had lived together in the same small house until Elizabeth fired the girl. By this time, I was sure, John Proctor had bedded Abigail, who had to be dismissed most likely to appease Elizabeth. There was bad blood between the two women now. That Abigail started, in effect, to condemn Elizabeth to death with her touch, then stopped her hand, then went through with it, was quite suddenly the human center of all this turmoil.
All this I understood. I had not approached the witchcraft out of nowhere, or from purely social and political considerations. My own marriage of twelve years was teetering and I knew more than I wished to know about where the blame lay. That John Proctor the sinner might overturn his paralyzing personal guilt and become the most forthright voice against the madness around him was a reassurance to me, and, I suppose, an inspiration: it demonstrated that a clear moral outcry could still spring even from an ambiguously unblemished soul. Moving crabwise across the profusion of evidence, I sensed that I had at last found something of myself in it, and a play began to accumulate around this man.
Why I Wrote The Crucible
An artist’s answer to politics
By Arthur Miller
From The New Yorker, October 21 and 28, 1996
As I watched "The Crucible" taking shape as a movie over much of the past year, the sheer depth of time that it represents for me kept returning to mind. As those powerful actors blossomed on the screen, and the children and the horses, the crowds and the wagons, I thought again about how I came to cook all this up nearly fifty years ago, in an America almost nobody I know seems to remember clearly . . . .
I remember those years—they formed "The Crucible" 's skeleton—but I have lost the dead weight of the fear I had then. Fear doesn't travel well; just as it can warp judgment, its absence can diminish memory's truth. What terrifies one generation is likely to bring only a puzzled smile to the next. . . .
[Senator] McCarthy's power to stir fears of creeping Communism was not entirely based on illusion, of course. . . . From being our wartime ally, the Soviet Union rapidly became an expanding empire. In 1949, Mao Zedong took power in China. Western Europe also seemed ready to become Red—especially Italy, where the Communist Party was the largest outside Russia, and was growing. . . McCarthy—brash and ill-mannered but to many authentic and true—boiled it all down to what anyone could understand: we had "lost China" and would soon lose Europe as well, because the State Department—staffed, of course, under Democratic Presidents—was full of treasonous pro-Soviet intellectuals. It was as simple as that. . . .
"The Crucible" was an act of desperation . . . . By 1950, when I began to think of writing about the hunt for Reds in America, I was motivated in some great part by the paralysis that had set in among many liberals who, despite their discomfort with the inquisitors' violations of civil rights, were fearful, and with good reason, of being identified as covert Communists if they should protest too strongly. . . .
I visited Salem for the first time on a dismal spring day in 1952. . . . In the gloomy courthouse there I read the transcripts of the witchcraft trials of 1692, as taken down in a primitive shorthand by ministers who were spelling each other. But there was one entry in Upham in which the thousands of pieces I had come across were jogged into place. It was from a report written by the Reverend Samuel Parris, who was one of the chief instigators of the witch-hunt. "During the examination of Elizabeth Procter, Abigail Williams and Ann Putnam"—the two were "afflicted" teen-age accusers, and Abigail was Parris's niece—"both made offer to strike at said Procter; but when Abigail's hand came near, it opened, whereas it was made up into a fist before, and came down exceeding lightly as it drew near to said Procter, and at length, with open and extended fingers, touched Procter's hood very lightly. Immediately Abigail cried out her fingers, her fingers, her fingers burned. . . ."
In this remarkably observed gesture of a troubled young girl, I believed, a play became possible. Elizabeth Proctor had been the orphaned Abigail's mistress, and they had lived together in the same small house until Elizabeth fired the girl. By this time, I was sure, John Proctor had bedded Abigail, who had to be dismissed most likely to appease Elizabeth. There was bad blood between the two women now. That Abigail started, in effect, to condemn Elizabeth to death with her touch, then stopped her hand, then went through with it, was quite suddenly the human center of all this turmoil.
All this I understood. I had not approached the witchcraft out of nowhere, or from purely social and political considerations. My own marriage of twelve years was teetering and I knew more than I wished to know about where the blame lay. That John Proctor the sinner might overturn his paralyzing personal guilt and become the most forthright voice against the madness around him was a reassurance to me, and, I suppose, an inspiration: it demonstrated that a clear moral outcry could still spring even from an ambiguously unblemished soul. Moving crabwise across the profusion of evidence, I sensed that I had at last found something of myself in it, and a play began to accumulate around this man.
Arthur Miller Biography
Read the following biography. Use double-column notes to find five important facts about Arthur Miller (left hand column). In the right hand column, respond. Why is this important? How would this affect his writing? What are some themes in Miller's life that might later occur in his writing?
Arthur Miller
(1915-2005)
By Robert Anderson
Arthur Miller, considered by many to be the pre-eminent American playwright of the second half of the twentieth century, was born in New York Ckity. His father manufactured women’s coats, and his mother was a schoolteacher. In high school, Arthur was more involved with sports than with literature. “Until the age of seventeen,” Miller said, “I can safely say that I never read a book weightier than Tom Swift and the Rover Boys, and only verged on literature with some Dickens.”
On graduation from high school, Miller applied to the University of Michigan, but his grades were not good enough for a scholarship, and the Depression left his father unable to finance his tuition. To earn money for college, Miller worked for two years in an automobile parts plant, where, incidentally, he read Tolstoy’s War and Peace. The experience in the parts plant later supplied him with the material for his 1955 play A Memory of Two Mondays.
Miller eventually enrolled in the University of Michigan. To help finance his education, he took on various jobs. First, he was a mouse tender in the university science laboratory. Later, he moved on (and up) to become the night editor of the Michigan Daily. More important, he started to write plays.
After graduation, Miller returned to New York and, like many of us “playwrights-in-waiting,” earned a living by writing radio scripts for such programs as Cavalcade of America, the Columbia Workshop, and The Theatre Guild of the Air.
Miller’s first Broadway success, All My Sons, was produced in 1947 and won The New York Drama Critic’s award for Best Play. That play struck a note that was to become familiar in Miller’s work: the need for moral responsibility in families and society.
In 1949, with the production of his masterpiece, Death of a Salesman (written in a small studio he built with his own hands on his property in northwestern Connecticut), all promises were fulfilled. Miller instantly joined the pantheon of the great American playwrights.
It was totally in character that Miller’s next play, produced in 1953, should be The Crucible—about a witch hunt that took place in 1692 in Salem, Massachusetts. In that witch-hunt, Miller found parallels to the “Red hunt” being conducted in the 195s in Washington, D.C., by Senator Joseph McCarthy. Writers, actors, politicians—and all kinds of other people—were summoned to appear before McCarthy to answer the question: “Are you now or were you ever a Communist?” Those summoned were required to inform on neighbors and friends or be sent to jail.
Three years after the production of The Crucible in New York, Miller was summoned before a congressional committee. He spoke freely about himself and his occasional attendance, years before, as a guest at Communist meetings; but he refused to name names of other people in attendance. Miller was found in contempt of Congress, but his conviction was later overturned by the Supreme Court.
The Crucible was not successful in its first production. Some critics questioned the comparison between the old hitch-hunts and the contemporary hunt for Communists in government. In a later production, supervised by Miller himself, the play ran for over six hundred performances. It is now Miller’s most produced play.
Arthur Miller
(1915-2005)
By Robert Anderson
Arthur Miller, considered by many to be the pre-eminent American playwright of the second half of the twentieth century, was born in New York Ckity. His father manufactured women’s coats, and his mother was a schoolteacher. In high school, Arthur was more involved with sports than with literature. “Until the age of seventeen,” Miller said, “I can safely say that I never read a book weightier than Tom Swift and the Rover Boys, and only verged on literature with some Dickens.”
On graduation from high school, Miller applied to the University of Michigan, but his grades were not good enough for a scholarship, and the Depression left his father unable to finance his tuition. To earn money for college, Miller worked for two years in an automobile parts plant, where, incidentally, he read Tolstoy’s War and Peace. The experience in the parts plant later supplied him with the material for his 1955 play A Memory of Two Mondays.
Miller eventually enrolled in the University of Michigan. To help finance his education, he took on various jobs. First, he was a mouse tender in the university science laboratory. Later, he moved on (and up) to become the night editor of the Michigan Daily. More important, he started to write plays.
After graduation, Miller returned to New York and, like many of us “playwrights-in-waiting,” earned a living by writing radio scripts for such programs as Cavalcade of America, the Columbia Workshop, and The Theatre Guild of the Air.
Miller’s first Broadway success, All My Sons, was produced in 1947 and won The New York Drama Critic’s award for Best Play. That play struck a note that was to become familiar in Miller’s work: the need for moral responsibility in families and society.
In 1949, with the production of his masterpiece, Death of a Salesman (written in a small studio he built with his own hands on his property in northwestern Connecticut), all promises were fulfilled. Miller instantly joined the pantheon of the great American playwrights.
It was totally in character that Miller’s next play, produced in 1953, should be The Crucible—about a witch hunt that took place in 1692 in Salem, Massachusetts. In that witch-hunt, Miller found parallels to the “Red hunt” being conducted in the 195s in Washington, D.C., by Senator Joseph McCarthy. Writers, actors, politicians—and all kinds of other people—were summoned to appear before McCarthy to answer the question: “Are you now or were you ever a Communist?” Those summoned were required to inform on neighbors and friends or be sent to jail.
Three years after the production of The Crucible in New York, Miller was summoned before a congressional committee. He spoke freely about himself and his occasional attendance, years before, as a guest at Communist meetings; but he refused to name names of other people in attendance. Miller was found in contempt of Congress, but his conviction was later overturned by the Supreme Court.
The Crucible was not successful in its first production. Some critics questioned the comparison between the old hitch-hunts and the contemporary hunt for Communists in government. In a later production, supervised by Miller himself, the play ran for over six hundred performances. It is now Miller’s most produced play.
Plagiarism Policy
Brighton High School’s English Department Plagiarism Policy
Dear Parents and Students:
In keeping with our desire to help students develop a sense of academic integrity, the Brighton high School English Department has established the following policy concerning plagiarism.
The definition of plagiarism is to take ideas, writing, or concepts from another source and pass them off as one’s own. Plagiarism includes, but is not included to:
• Printing off or downloading information from Internet websites and turning it in as if it were your own.
• Buying essays from the Internet and turning them in as your own.
• Accepting information and/or essays or other written work from former and current students and submitting it as your own.
• Using ideas, information, or working from Cliff’s Notes, SparkNotes.com, or other academically oriented supplements without citing (giving credit to) the source.
• Using quotes, statistics, or other information in your writing without citing the source.
• Paraphrasing another person’s ideas, i.e. reading information, and while changing a few words, using it as your own ideas without giving credit to the source.
In other words: taking another’s writing or ideas and using the writing, style, main ideas, or information without citing the original source, or simply putting your name on another’s writing, style, main ideas, or information, is plagiarism.
Please note the following policy and procedures of Brighton High School’s English Department regarding plagiarism:
1. A student who is found cheating on a test or assignment will be given “0” for the assignment. There will be no opportunity to “redo” the test or assignment. They may also lose the opportunity to do extra credit for the class.
2. A student whose major writing assignment—essay or research paper—seems to have been intentionally plagiarized as outlined above will be given a “0” without opportunity to rewrite the assignment.
3. If the student is part of the Honors program, and has cheated or intentionally plagiarized, he or she will be recommended for removal from the program.
4. Students are encouraged to keep all of their writing process—drafts, notes, sources, copies of sources, peer editing sheets—as evidence of their original work.
5. A committee made up of community and faculty members will be in place to review decisions regarding plagiarism and the subsequent consequences, and students may appeal to this committee.
Please sign and date below to indicate that you understand this plagiarism policy.
_____________________________________________________________________________________Printed Student Name
_____________________________________________________________________________________
Student Signature Date
_____________________________________________________________________________________
Parent Signature Date
_____________________________________________________________________________________
Dear Parents and Students:
In keeping with our desire to help students develop a sense of academic integrity, the Brighton high School English Department has established the following policy concerning plagiarism.
The definition of plagiarism is to take ideas, writing, or concepts from another source and pass them off as one’s own. Plagiarism includes, but is not included to:
• Printing off or downloading information from Internet websites and turning it in as if it were your own.
• Buying essays from the Internet and turning them in as your own.
• Accepting information and/or essays or other written work from former and current students and submitting it as your own.
• Using ideas, information, or working from Cliff’s Notes, SparkNotes.com, or other academically oriented supplements without citing (giving credit to) the source.
• Using quotes, statistics, or other information in your writing without citing the source.
• Paraphrasing another person’s ideas, i.e. reading information, and while changing a few words, using it as your own ideas without giving credit to the source.
In other words: taking another’s writing or ideas and using the writing, style, main ideas, or information without citing the original source, or simply putting your name on another’s writing, style, main ideas, or information, is plagiarism.
Please note the following policy and procedures of Brighton High School’s English Department regarding plagiarism:
1. A student who is found cheating on a test or assignment will be given “0” for the assignment. There will be no opportunity to “redo” the test or assignment. They may also lose the opportunity to do extra credit for the class.
2. A student whose major writing assignment—essay or research paper—seems to have been intentionally plagiarized as outlined above will be given a “0” without opportunity to rewrite the assignment.
3. If the student is part of the Honors program, and has cheated or intentionally plagiarized, he or she will be recommended for removal from the program.
4. Students are encouraged to keep all of their writing process—drafts, notes, sources, copies of sources, peer editing sheets—as evidence of their original work.
5. A committee made up of community and faculty members will be in place to review decisions regarding plagiarism and the subsequent consequences, and students may appeal to this committee.
Please sign and date below to indicate that you understand this plagiarism policy.
_____________________________________________________________________________________Printed Student Name
_____________________________________________________________________________________
Student Signature Date
_____________________________________________________________________________________
Parent Signature Date
_____________________________________________________________________________________
Outside Novel Approval
Outside Novel Assignment
Your outside novel assignment is to go to a local library or bookstore and find a book that is interesting to you. You can choose any genre as long as it is a minimum of 200 pages and is on your reading level. Don’t choose something that you will have extreme difficulty understanding (and then lose interest and don’t want to finish) or something that is much too easy for you. It cannot be a book that you read for your summer reading assignment or something that you have read before.
After you have made your selection, you must inform your parents of this decision, and have them sign this permission slip so I know they are informed of your choice and approve of it.
You will have an assignment for this book, so read it carefully!
Student’s Name_______________________________
Book Title:______________________________________
Parent Signature: _____________________________
Date________________Period___________________
Your outside novel assignment is to go to a local library or bookstore and find a book that is interesting to you. You can choose any genre as long as it is a minimum of 200 pages and is on your reading level. Don’t choose something that you will have extreme difficulty understanding (and then lose interest and don’t want to finish) or something that is much too easy for you. It cannot be a book that you read for your summer reading assignment or something that you have read before.
After you have made your selection, you must inform your parents of this decision, and have them sign this permission slip so I know they are informed of your choice and approve of it.
You will have an assignment for this book, so read it carefully!
Student’s Name_______________________________
Book Title:______________________________________
Parent Signature: _____________________________
Date________________Period___________________
iPad Policy
Brighton High School
iPad Policy, Procedures, and Information
iPad Program
The focus of the iPad program at Brighton High School is to provide tools and resources to the 21st Century Learner. Excellence in education requires that technology be seamlessly integrated throughout the educational program. Increasing access to technology is essential for that future, and one of the learning tools of these twenty-first century students is the iPad computer.
General Precautions
The iPad is school property and all users will follow this policy and the Brighton acceptable use policy for technology.
• Cords and cables must be inserted carefully into the iPad to prevent damage.
• iPads must remain free of any writing, drawing, stickers, or labels that are not the property
of the Canyons School District.
• Care should be taken to avoid placing too much pressure and weight on the iPad
screen.
Screensavers/Background photos
• Inappropriate media may not be used as a screensaver or background photo.
• Presence of guns, weapons, pornographic materials, inappropriate language, alcohol, drug, gang related symbols or pictures will result in disciplinary actions.
• Passwords are not to be used.
Sound, Music, Games, or Programs
• Sound must be muted at all times unless permission is obtained from the teacher for
instructional purposes.
• Internet Games are not allowed on the iPads. If game apps are installed, it will be with
Brighton staff authorization.
• All software/Apps must be district provided. Data Storage will be through apps on the iPad and email to a server location.
•
Saving to the iPad/Home Directory
Students may save work to the home directory on the iPad. It is recommended students e-mail documents to himself or herself for storage on a flash drive or District server. Storage space will be available on the iPad—BUT it will NOT be backed up in case of re-imaging. It is the student’s responsibility to ensure that work is not lost due to mechanical failure or accidental deletion. iPad malfunctions are not an acceptable excuse for not submitting work.
Originally Installed Software
The software/Apps originally installed by BRIGHTON must remain on the iPad in usable condition and be easily accessible at all times. From time to time the school may add software applications for use in a particular course. The licenses for this software require that the software be deleted from iPads at the completion of the course. Periodic checks of iPads will be made to ensure that students have not removed required apps.
Inspection
Students may be selected at random to provide their iPad for inspection.
Acceptable Use
The use of Brighton technology resources is a privilege, not a right. This policy is provided to make all users aware of the responsibilities associated with efficient, ethical, and lawful use of technology resources. If a person violates any of the User Terms and Conditions named in this policy, privileges may be terminated, access to the school district technology resources may be denied, and the appropriate disciplinary action shall be applied. The Brighton Student Code of Conduct will be applied to student infractions.
Violations may result in disciplinary action up to and including suspension/ expulsion for students. When applicable, law enforcement agencies may be involved.
Students are Responsibilities for:
• Using computers/devices in a responsible and ethical manner.
• Obeying general school rules concerning behavior and communication that apply to iPad/computer use.
• Using all technology resources in an appropriate manner so as to not damage school equipment. This “damage” includes, but is not limited to, the loss of data resulting from delays, non-deliveries, mis-deliveries or service interruptions caused by the student negligence, errors or omissions. Use of any information obtained via Canyons District’s designated Internet System is at your own risk. Canyons District specifically denies any responsibility for the accuracy or quality of information obtained through its services.
• Helping Brighton protect our computer system/device by contacting an administrator about any security problems they may encounter.
• Monitoring all activity on your account(s).
• Students should always turn off and secure their iPad in the mobile lab after they are done working to protect their work and information.
• If a student should receive email containing inappropriate or abusive language or if the subject matter is questionable, he/she is asked to print a copy and turn it in to their respective assistant principal.
Student Activities Strictly Prohibited:
• Illegal installation or transmission of copyrighted materials
• Any action that violates existing Board policy or public law
• Sending, accessing, uploading, downloading, or distributing offensive, profane, threatening, pornographic, obscene, or sexually explicit materials
• Use of chat rooms, sites selling term papers, book reports and other forms of student work
• Messaging services-EX: MSN Messenger, ICQ, etc
• Internet/Computer Games
• Use of outside data disks or external attachments without prior approval from the administration
• Changing of iPad settings (exceptions include personal settings such as font size, brightness, etc)
• Downloading apps
• Spamming-Sending mass or inappropriate emails
• Gaining access to other student’s accounts, files, and/or data
• Use of the school’s internet/E-mail accounts for financial or commercial gain or for any illegal activity
• Use of anonymous and/or false communications such as MSN Messenger, Yahoo Messenger
• Students are not allowed to give out personal information, for any reason, over the Internet. This includes, but is not limited to, setting up internet accounts including those necessary for chat rooms, Ebay, email, etc. Participation in credit card fraud, electronic forgery or other forms of illegal behavior.
• Vandalism (any malicious attempt to harm or destroy hardware, software or data, including, but not limited to, the uploading or creation of computer viruses or computer programs that can infiltrate computer systems and/or damage software components) of school equipment will not be allowed
• Transmission or accessing materials that are obscene, offensive, threatening or otherwise intended to harass or demean recipients.
• Bypassing Canyons School District web filter through a web proxy
Legal Propriety
• Comply with trademark and copyright laws and all license agreements. Ignorance of the law is not immunity. If you are unsure, ask a teacher or parent.
• Plagiarism is a violation of the Brighton’s Code of Conduct. Give credit to all sources used, whether quoted or summarized. This includes all forms of media on the Internet, such as graphics, movies, music, and text.
• Use or possession of hacking software is strictly prohibited and violators will be subject to punishment. Violation of applicable state or federal law will result in criminal prosecution or disciplinary action by Canyons School District.
Student Discipline
If a student violates any part of the above policy, he/she will be lose iPad privileges.
iPads Left in Unsupervised Areas
Under no circumstances should iPads be left in unsupervised areas or removed from room 322.
REPAIRING OR REPLACING YOUR iPAD COMPUTER
Students will be held responsible for ALL damage to their iPads including, but not limited to: broken screens, cracked plastic pieces, inoperability, etc. Should the cost to repair exceed the cost of purchasing a new device, the student will pay for full replacement value. Lost items such as covers and cables will be charged the actual replacement cost.
Student Name (Please Print): _____________________________________________________
Student Signature:___________________________________________Date:_______________
Parent Name (Please Print): ______________________________________________________
Parent Signature: ___________________________________________D
iPad Policy, Procedures, and Information
iPad Program
The focus of the iPad program at Brighton High School is to provide tools and resources to the 21st Century Learner. Excellence in education requires that technology be seamlessly integrated throughout the educational program. Increasing access to technology is essential for that future, and one of the learning tools of these twenty-first century students is the iPad computer.
General Precautions
The iPad is school property and all users will follow this policy and the Brighton acceptable use policy for technology.
• Cords and cables must be inserted carefully into the iPad to prevent damage.
• iPads must remain free of any writing, drawing, stickers, or labels that are not the property
of the Canyons School District.
• Care should be taken to avoid placing too much pressure and weight on the iPad
screen.
Screensavers/Background photos
• Inappropriate media may not be used as a screensaver or background photo.
• Presence of guns, weapons, pornographic materials, inappropriate language, alcohol, drug, gang related symbols or pictures will result in disciplinary actions.
• Passwords are not to be used.
Sound, Music, Games, or Programs
• Sound must be muted at all times unless permission is obtained from the teacher for
instructional purposes.
• Internet Games are not allowed on the iPads. If game apps are installed, it will be with
Brighton staff authorization.
• All software/Apps must be district provided. Data Storage will be through apps on the iPad and email to a server location.
•
Saving to the iPad/Home Directory
Students may save work to the home directory on the iPad. It is recommended students e-mail documents to himself or herself for storage on a flash drive or District server. Storage space will be available on the iPad—BUT it will NOT be backed up in case of re-imaging. It is the student’s responsibility to ensure that work is not lost due to mechanical failure or accidental deletion. iPad malfunctions are not an acceptable excuse for not submitting work.
Originally Installed Software
The software/Apps originally installed by BRIGHTON must remain on the iPad in usable condition and be easily accessible at all times. From time to time the school may add software applications for use in a particular course. The licenses for this software require that the software be deleted from iPads at the completion of the course. Periodic checks of iPads will be made to ensure that students have not removed required apps.
Inspection
Students may be selected at random to provide their iPad for inspection.
Acceptable Use
The use of Brighton technology resources is a privilege, not a right. This policy is provided to make all users aware of the responsibilities associated with efficient, ethical, and lawful use of technology resources. If a person violates any of the User Terms and Conditions named in this policy, privileges may be terminated, access to the school district technology resources may be denied, and the appropriate disciplinary action shall be applied. The Brighton Student Code of Conduct will be applied to student infractions.
Violations may result in disciplinary action up to and including suspension/ expulsion for students. When applicable, law enforcement agencies may be involved.
Students are Responsibilities for:
• Using computers/devices in a responsible and ethical manner.
• Obeying general school rules concerning behavior and communication that apply to iPad/computer use.
• Using all technology resources in an appropriate manner so as to not damage school equipment. This “damage” includes, but is not limited to, the loss of data resulting from delays, non-deliveries, mis-deliveries or service interruptions caused by the student negligence, errors or omissions. Use of any information obtained via Canyons District’s designated Internet System is at your own risk. Canyons District specifically denies any responsibility for the accuracy or quality of information obtained through its services.
• Helping Brighton protect our computer system/device by contacting an administrator about any security problems they may encounter.
• Monitoring all activity on your account(s).
• Students should always turn off and secure their iPad in the mobile lab after they are done working to protect their work and information.
• If a student should receive email containing inappropriate or abusive language or if the subject matter is questionable, he/she is asked to print a copy and turn it in to their respective assistant principal.
Student Activities Strictly Prohibited:
• Illegal installation or transmission of copyrighted materials
• Any action that violates existing Board policy or public law
• Sending, accessing, uploading, downloading, or distributing offensive, profane, threatening, pornographic, obscene, or sexually explicit materials
• Use of chat rooms, sites selling term papers, book reports and other forms of student work
• Messaging services-EX: MSN Messenger, ICQ, etc
• Internet/Computer Games
• Use of outside data disks or external attachments without prior approval from the administration
• Changing of iPad settings (exceptions include personal settings such as font size, brightness, etc)
• Downloading apps
• Spamming-Sending mass or inappropriate emails
• Gaining access to other student’s accounts, files, and/or data
• Use of the school’s internet/E-mail accounts for financial or commercial gain or for any illegal activity
• Use of anonymous and/or false communications such as MSN Messenger, Yahoo Messenger
• Students are not allowed to give out personal information, for any reason, over the Internet. This includes, but is not limited to, setting up internet accounts including those necessary for chat rooms, Ebay, email, etc. Participation in credit card fraud, electronic forgery or other forms of illegal behavior.
• Vandalism (any malicious attempt to harm or destroy hardware, software or data, including, but not limited to, the uploading or creation of computer viruses or computer programs that can infiltrate computer systems and/or damage software components) of school equipment will not be allowed
• Transmission or accessing materials that are obscene, offensive, threatening or otherwise intended to harass or demean recipients.
• Bypassing Canyons School District web filter through a web proxy
Legal Propriety
• Comply with trademark and copyright laws and all license agreements. Ignorance of the law is not immunity. If you are unsure, ask a teacher or parent.
• Plagiarism is a violation of the Brighton’s Code of Conduct. Give credit to all sources used, whether quoted or summarized. This includes all forms of media on the Internet, such as graphics, movies, music, and text.
• Use or possession of hacking software is strictly prohibited and violators will be subject to punishment. Violation of applicable state or federal law will result in criminal prosecution or disciplinary action by Canyons School District.
Student Discipline
If a student violates any part of the above policy, he/she will be lose iPad privileges.
iPads Left in Unsupervised Areas
Under no circumstances should iPads be left in unsupervised areas or removed from room 322.
REPAIRING OR REPLACING YOUR iPAD COMPUTER
Students will be held responsible for ALL damage to their iPads including, but not limited to: broken screens, cracked plastic pieces, inoperability, etc. Should the cost to repair exceed the cost of purchasing a new device, the student will pay for full replacement value. Lost items such as covers and cables will be charged the actual replacement cost.
Student Name (Please Print): _____________________________________________________
Student Signature:___________________________________________Date:_______________
Parent Name (Please Print): ______________________________________________________
Parent Signature: ___________________________________________D
Syllabus
English 11b Honors Disclosure
Mrs. Larson
Karen.Larson@canyonsdistrict.org
This course covers grammar and vocabulary study along with selected literature from novel, drama, tragedy, short story, and poetry. Students will write in journals and respond to readings. Emphasis will be on the multi-paragraph writing unit.
Expectations
• Each student is required to bring a steno pad to class every day for journal writing and be prepared with a pencil and pen, paper and material that we are working on in class.
• Cheating, whether on assignments, quizzes, or tests is totally unacceptable. Anyone found cheating will receive no credit. If an assignment has been copied from another student, this will also apply to the person who “lent” the work to the student. All work required for this class is to be done by the student.
• Homework is to be turned in at the beginning of class. Any work not turned in at the proper time is considered late. Work turned in after the deadline will receive half credit, with a full grade mark-down each day after the deadline.
• Please keep all of your graded work until the end of the trimester. If there is an error in a grade, the work will be used to help make the correction.
• No food, pagers, phones, hats, electronics, (iPods, MP3 players, etc.) are allowed in class.
• Any students seen doing work from another class will have that work confiscated and will receive a zero on the English assignment for the day.
• It is expected that all students will treat each other with respect, especially during class discussions. Anyone who shows disrespect to either the teacher or any classmate, either verbally or through physical gestures, will be asked to leave and must resolve the matter with school administration. There will not be any rude, hurtful, harmful comments, nor any swearing, crude language, or anything inappropriate in the classroom.
• Students are allowed to use the hall pass three times a trimester.
• Any student who does not maintain a B- (80%) average will be removed from the Honors program at the end of the trimester.
If you have any problems or concerns, please contact me. I am available before and after school Monday, Tuesday, Thursday and Friday. Please feel free to email me at Karen.Larson@canyonsdistrict.org or call at (801) 826-5800.
Student Materials: Students are required to have a steno pad that is brought to class each day for journal writing. Another requirement is submitting a “marked” book. The book must start clean at the beginning of the unit. Therefore, each student will need to purchase the required reading book (The Great Gatsby). The cost for this book will be $_____________ and will be paid at the main office by ____________.
Grading Policy
In this class, grades are earned by the student, not given by the teacher. Grades are based on in-class work, assignments and homework, quizzes and tests, projects and preparation. Grades are based on the following scale:
94-100% A 83-80% B- 67-69% D+
93-90 A- 79-77 C+ 66-64 D
89-87 B+ 76-74 C 63-69 D-
86-84 B 73-70 C- 59 and below F
50% Assignments 30% Writing 20% In-Class Work
Students and parents can monitor grades and attendance by checking Skyward. Any student who discovers an error on his/her grade when viewing Skyward should speak with me. Mid-term grades will be issued to each student and progress and attendance notices will be sent throughout the trimester as needed.
For questions concerning plagiarism, please see the attached English Department Policy.
Attendance Policy and Make-Up Work
This class follows Brighton High’s attendance policy. As per Brighton High School’s attendance policy, failure to attend class may result in a loss of credit for this course.
After an absence, it is the student’s responsibility to obtain make-up work. All make-up work, including tests and quizzes, must be completed within five days of the absence. Tests and quizzes may need to be made up before or after school.
Occasionally, I will have students in the class correct the work of other students. I will also hang students’ work (poems, projects, etc.) in the classroom. Students will also peer edit each other’s papers. This practice has an important educational purpose in that it allows students to review assignments and consider opinions that may be different than their own.
Videos and Internet
Your signature of the disclosure statement also indicates that you are allowing your student to watch a few PG or PG-13 rated videos in class. If your student does not wish to watch a film, the student will need to make alternate arrangements with me before the class views the film.
At least once during each trimester, there will be Internet work. Parent signature on this form indicates that the student has parental permission to use the Internet in class on classroom assignments.
Please return this portion to the teacher. The signature indicates that you have carefully read the disclosure and are aware of the classroom procedures and policies and realize the resulting consequences. It also gives parental release for your student to view movies and use the Internet.
_____________________________________________________ _____________
Student name—PLEASE PRINT Period
_____________________________________________________ ______________
Parent/guardian signature Date
____________________________________________________
Student signature
Parent/Guardian Contact Information:
Father: Home Phone: Cell: Work:
Email:
Mother: Home Phone: Cell: Work:
Email:
Guardian: Home Phone: Cell: Work:
Email:
Mrs. Larson
Karen.Larson@canyonsdistrict.org
This course covers grammar and vocabulary study along with selected literature from novel, drama, tragedy, short story, and poetry. Students will write in journals and respond to readings. Emphasis will be on the multi-paragraph writing unit.
Expectations
• Each student is required to bring a steno pad to class every day for journal writing and be prepared with a pencil and pen, paper and material that we are working on in class.
• Cheating, whether on assignments, quizzes, or tests is totally unacceptable. Anyone found cheating will receive no credit. If an assignment has been copied from another student, this will also apply to the person who “lent” the work to the student. All work required for this class is to be done by the student.
• Homework is to be turned in at the beginning of class. Any work not turned in at the proper time is considered late. Work turned in after the deadline will receive half credit, with a full grade mark-down each day after the deadline.
• Please keep all of your graded work until the end of the trimester. If there is an error in a grade, the work will be used to help make the correction.
• No food, pagers, phones, hats, electronics, (iPods, MP3 players, etc.) are allowed in class.
• Any students seen doing work from another class will have that work confiscated and will receive a zero on the English assignment for the day.
• It is expected that all students will treat each other with respect, especially during class discussions. Anyone who shows disrespect to either the teacher or any classmate, either verbally or through physical gestures, will be asked to leave and must resolve the matter with school administration. There will not be any rude, hurtful, harmful comments, nor any swearing, crude language, or anything inappropriate in the classroom.
• Students are allowed to use the hall pass three times a trimester.
• Any student who does not maintain a B- (80%) average will be removed from the Honors program at the end of the trimester.
If you have any problems or concerns, please contact me. I am available before and after school Monday, Tuesday, Thursday and Friday. Please feel free to email me at Karen.Larson@canyonsdistrict.org or call at (801) 826-5800.
Student Materials: Students are required to have a steno pad that is brought to class each day for journal writing. Another requirement is submitting a “marked” book. The book must start clean at the beginning of the unit. Therefore, each student will need to purchase the required reading book (The Great Gatsby). The cost for this book will be $_____________ and will be paid at the main office by ____________.
Grading Policy
In this class, grades are earned by the student, not given by the teacher. Grades are based on in-class work, assignments and homework, quizzes and tests, projects and preparation. Grades are based on the following scale:
94-100% A 83-80% B- 67-69% D+
93-90 A- 79-77 C+ 66-64 D
89-87 B+ 76-74 C 63-69 D-
86-84 B 73-70 C- 59 and below F
50% Assignments 30% Writing 20% In-Class Work
Students and parents can monitor grades and attendance by checking Skyward. Any student who discovers an error on his/her grade when viewing Skyward should speak with me. Mid-term grades will be issued to each student and progress and attendance notices will be sent throughout the trimester as needed.
For questions concerning plagiarism, please see the attached English Department Policy.
Attendance Policy and Make-Up Work
This class follows Brighton High’s attendance policy. As per Brighton High School’s attendance policy, failure to attend class may result in a loss of credit for this course.
After an absence, it is the student’s responsibility to obtain make-up work. All make-up work, including tests and quizzes, must be completed within five days of the absence. Tests and quizzes may need to be made up before or after school.
Occasionally, I will have students in the class correct the work of other students. I will also hang students’ work (poems, projects, etc.) in the classroom. Students will also peer edit each other’s papers. This practice has an important educational purpose in that it allows students to review assignments and consider opinions that may be different than their own.
Videos and Internet
Your signature of the disclosure statement also indicates that you are allowing your student to watch a few PG or PG-13 rated videos in class. If your student does not wish to watch a film, the student will need to make alternate arrangements with me before the class views the film.
At least once during each trimester, there will be Internet work. Parent signature on this form indicates that the student has parental permission to use the Internet in class on classroom assignments.
Please return this portion to the teacher. The signature indicates that you have carefully read the disclosure and are aware of the classroom procedures and policies and realize the resulting consequences. It also gives parental release for your student to view movies and use the Internet.
_____________________________________________________ _____________
Student name—PLEASE PRINT Period
_____________________________________________________ ______________
Parent/guardian signature Date
____________________________________________________
Student signature
Parent/Guardian Contact Information:
Father: Home Phone: Cell: Work:
Email:
Mother: Home Phone: Cell: Work:
Email:
Guardian: Home Phone: Cell: Work:
Email:
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