Syllabus English 10 2014-15
English 10A Dr.
Cohen Room
125
Hollywood High School SLC: MET /NMA
Common Core College and
Career Ready Standards:
·
Building Knowledge through
content-rich non-fiction and informational texts (Read)
·
Reading and writing grounded
in evidence from the text (Back it up!)
·
Regular practice with
complex text and its academic vocabulary (Highlight, Annotate, Think
Critically)
·
Student Learning Outcomes:
·
Ability to analyze a range
of grade-level complex texts with evidence
·
Construct viable and valid
arguments from evidence and civilly and constructively critique reasoning of
others
·
Engage in argument from
evidence
·
Course Description
Students will read and analyze persuasive texts, with a focus on the credibility of an
author's argument, the relationship between generalizations and evidence, the
comprehensiveness of evidence, the way in which the author's intent affects
the structure and tone of the text, and extend ideas through original analysis,
evaluation, and elaboration. Students will generate relevant questions about readings
on issues and engage in research. Students
will also write 1500-word persuasive and expository essays and deliver persuasive
presentations.
·
Course Objectives
In this course, students will know and be able to:
1.
Use scaffolding strategies to make meaning of text.
2. Use speaking and listening to strengthen
comprehension. Speak in complete sentences. Use appropriate academic language. Apply Active listening.
3.
Analyze, evaluate, and elaborate on informational and literary texts.
4.
Defend a position using appropriate evidence.
5.
Engage in StepBacks and
reflections to reflect on the subject matter content and learning processes.
6.
Use the writing
process for multiple purposes, including on-demand writing tasks.
7.
Engage in
research and individual inquiry to locate, analyze, and evaluate information.
8.
Develop a grade-appropriate academic vocabulary, including the connotation and denotation of words.
9.
Extend the ideas presented in primary
or secondary sources through original analysis, evaluation, and elaboration.
10.
Evaluate the credibility of an author's
argument or defense of a claim by
critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the
way in which the author's intent affects the structure and tone of the text.
11.
Synthesize the content from several sources or
works by a single author dealing with a single issue; paraphrase the ideas and connect them to other
sources and related topics.
12.
Write persuasive compositions; write on-demand essays.
13.
Deliver persuasive arguments presentations.
14.
Prepare for California State Standardized assessments, including the
California High School Exit Exam and the California Standards Test.
15.
Revise writing to improve the logic and coherence of the organization
and controlling perspective, the precision of word choice, and the tone by taking into consideration the
audience, purpose, and formality of the content.
Texts
Elements of Literature, 4th
Course (Holt-Rinehart-Winston, Publishers)
Writers Handbook
Holt Literature and Language
Arts
Holt Perspectives in
Multicultural Literature (Blue Workbook)
Vocabulary Workshop Levels
“E” or Quizlet.com
Class BOX is located on main
page of blog. Scaffolds, outlines,
.pdfs of texts may be found in the BOX.
Common Core Novels
Things Fall Apart Chinua
Achebe
The Metamorphosis Ovid
The Grapes of Wrath Steinbeck
Plays
Antigone
Macbeth
Key
to Abbreviations:
EL Elements
of Literature (Home)
A Holt
Lit and Language ARTS Anthology
PML Multicultural
Literacy Workbook
COURSE SYLLABUS
(Complete Standards Sets posted on Class Website)
The Persuasion and Information unit identifies and
groups key skills and concepts in the area of persuasion. Students will read a rich selection of texts to analyze those that employ
proposition and support patterns. They will also evaluate the credibility of
an author's argument or defense of a claim by critiquing the relationship
between generalizations and evidence, the comprehensiveness of evidence, and the way
in which the author's intent affects the structure and tone of the text. Through the examination of the works of others,
students will develop their own persuasive arguments, both orally and in writing, that structure ideas and arguments
in a sustained logical manner, use specific rhetorical devices to support assertions (appeals -ethos, pathos, logos), anecdotes, case studies, and analogies),
clarify and defend positions with precise and relevant
evidence (facts, expert opinions, quotations, expressions of commonly accepted
beliefs, and logical reasoning), and address
readers' concerns, counterclaims, biases, and expectations. Students will
engage in academic conversations
and discussions to enhance their learning. As they develop their understanding
of persuasion, students will consider
guiding ideas such as what elements make persuasive argument compelling, how an
author's use of evidence supports an assertion and
persuades his/her audience, and what methods are used by an author to build an argument.
Scope and Sequence: Semester Overview
(Subject to Change)
Aug. 12-15 Authors Covered: Gloria Allred and Lisa Bloom; Ann
Sjoerdsma
If Decency Doesn’t, Law should make us Good Samaritans, Good Samaritans
are Afraid to Act Academic
Vocabulary Pp. 3
Create Turnitin.com
account
Driving Question: How does one effectively evaluate an
argument?
PROJ: Review Study Skills
PROJ: Cornell Notes on All Readings, Review Annotation
Skills
Aug. 18-22 Authors
Covered: Hoyle
A State Championship Versus A Runners
Conscience
PROJ:
Highlight and Annotate assigned texts
PROJ: 800-word typed essay Evaluation of
Credibility of an Author
Writing
A Persuasive Essay
Informational text: researching
Information
Aug. 25-29 Authors
Covered: Alice Walker, Roger
Rosenblatt
Everyday Use by Alice Walker
PROJ:
800-word typed essay Evaluating an
Author’s argument
Exam
on Academic Vocabulary
Library Orientation
Sept.
2-5
Author Covered: Johnson, Bagby, Martin
Luther King Jr.
The War Escalates, Dear Folks, Declaration
of Independence from the War in Vietnam
Driving
Question: How does one effectively evaluate a speech? PROJ: Primary and Secondary Sources,
Analyzing and Evaluating Speeches
Proj: Analyze how Johnson and King unfold their
examination of ideas and facts, paying particular attention to the order in
which the points are made, how King, for example, introduces and develops his
points, and the connections that are drawn between them.
Grade window
opens Sept. 4th
Sept.8-12 Author
Covered: Sojourner Truth
Ain’t
I a Woman, Declaration of the Rights of Women,
PROJ:
Evaluating an author’s argument
Essay
Sept.15- 19 Author
Covered: Martin Luther King, William
J. Clinton, and Barack Obama
I have been to the Mountaintop, Remarks to
the Convocation of the Church of Christ in God,
PROJ: Allusion Chart
Proj: 1500-Word Essay Evaluate the
credibility of a political speech
Back to School
Night 9/18 Parent/Guardian Visits
Sept.22-26 Author Covered: Cesar Chavez
What the Future Holds for Farm Workers and
Hispanics
Driving
Question: What elements of
organization result in empowerment? PROJ: Symbolism Chart
PROJ. Evaluate argument
Proj: Data Analysis of Growth
of Hispanic Political and Economic Power
Proj;
Writing and Delivering a Speech
Sept.30 -3_ Author
Covered: Cesar Chavez Continued
What the Future Holds for Farm Workers and
Hispanics
Driving
Question: What elements of
organization result in empowerment? PROJ: Symbolism Chart
PROJ. Evaluate argument
Proj: Data Analysis of Growth
of Hispanic Political and Economic Power
Proj;
Writing and Delivering a Speech
Oct. 6-10
Author
Covered Learned Hand, Langston Hughes
I am an American Day Address, Let America be
America Again
Driving
Questions: What qualities make a writer's voice forceful,
distinctive, and
memorable? How is poetry used as social commentary? To paraphrase Shelly, are poet’s or songwriter’s “the unacknowledged
legislator’s of the world”?
Proj: Analyze Speech and Poem
PROJ: Compare and Contrast Essay
Oct. 13- 16 Authors
Covered: Political cartoonists
PROJ:
Political Cartoon Posters
Driving
Questions: Does the survival of
democracy require its citizens to be active in the Political Process? How can propaganda manipulate the media
and voters?
PHABAO Oct. 16 Parent/Guardian Conferences
Oct.20- -24 Authors
Covered: Steinbeck or Bradbury TBA
PROJ: Create an Advertisement
Lenses of poverty, degrees of wealth, and gender
PROJ:
1500 Word Essay on Multiple Points of View
Oct. 27 –Oct. 31 Authors Covered: Steinbeck or Bradbury, Rodriguez, Barnes
TBA
Coming of Age, Latino Style, Vision
Quest, Crossing a Threshold to Adulthood
PROJ:
Academy Vocabulary for Exposition p.
65
PROJ: Synthesizing Sources Table
Interim Assessment Testing is anticipated in November and
schedule will be revised accordingly
Nov. 3– Nov. 7 Authors
Covered: Alice Walker, Roland Freeman, Cooper and Allen, Lee
Interview with
Alice Walker, Interview with Nikki Giovanni, "Thinkin on Marryin", A
Baby’s Quilt to sew up the Generations, The Oral Tradition
Driving Questions: Why is oral
tradition such an important part of a culture? Does the rise and survival of speech distinguish humanity
from other species?
Proj: Quilt Design: Video or Craft
Nov. 10-Nov. 14 Authors
Covered: Chinua Achebe , William
Dalrymple
The Oral Tradition and Things Fall Apart
Homer in India (New Yorker Magazine, 2006)
PROJ: Irony
Nov.17-21 Authors
Covered: Chinua Achebe and Oral
Tradition II
Things Fall Apart and La LLorona
PROJ: Allegory and Ghostly
Tale Project
Nov. 24-29 Authors
Covered: Chinua Achebe, Sandra
Cisneros, and Frederick Douglass
Problems
and Solutions, Straw Into Gold, Learning to Read and Write
PROJ: 1500 Word Essay
Thanksgiving Break
Dec. 1-5 Authors
Covered: Malcolm X, Sherman Alexie
PROJ:
1500 Word Essay
December 8-11 Authors Covered: Langston Hughes
Theme for English B
PROJ:
Final Exam
Useful Web
Sites:
Online
Writing Lab
http://owl.english.purdue.edu/
Modern Language
Association citation formatting
Oxford
English Dictionary
Vocabulary for the
collegebound student
Teacher
Web Log
http://www.hollywoodhighschool.net
Weekly blog
postings of assignments
Turn
It In
Online originality
reports for composition
Remember plagiarism
is a violation of LAUSD rules.
College
Board Online
http://www.collegeboard.org/ap
Preparation for
post-secondary education endeavors
Los Angeles County
Museum of Art (LACMA)
Free Passes to
LACMA NexGen offers free general admission to anyone 17 and under as well
as one accompanying adult.
U.S. Census Bureau
FastStats
http://CDC.gov
Homework and Late
Work Policy
Organization and preparedness
are skills you will need regardless of your post-secondary plans. Homework will
be writing papers, studying for tests, or reading. DO ALL OF IT.
·
Late
work will not be accepted! An extension can be granted by the teacher 24 hrs prior to a deadline provided the
student shows evidence of progress. Papers must be clearly labeled with First and
Last Name, Period, Assignment name, and date or paper will drop a grade and
feedback will be delayed.
·
Some work can NOT be made up, especially the oral assignments.
·
See me
before 7:30 or during Lunch about make-up work, not
right as the class is about to begin.
·
Students
who are absent from class and provide an acceptable excuse may make up
tests by appointment with the teacher.
·
If students miss a class for sports or field trip activities, they
are required to submit the assigned work the day it is due, either before
school or during the school day; excuses such as “I was not in class” are
not acceptable.
·
End-of-semester
deadline is the first day of stop week; no work will be accepted after
that date. It is in the students’ best interest to
meet deadlines and submit work of the highest quality by due dates.
·
Tutoring is
available at LACER Monday-Friday after school. Computers and
printers are available.
The College Center also has computers.
Bring
Your Own Device (BYOD) Policy
Smart
Phones, Notebooks computers, Laptops are powered “on” only by permission of the instructor. Phones, Notebooks, and laptops are
expected to be “off” and “stowed
away” during “listening time”. The
student is responsible for securing these personal items at all times as per
LAUSD 2014-15 Parent-Student Handbook.
Classroom rules and
expectations
Students are expected to follow all classroom rules and procedures
at all time. These include the following rules:
1) Follow directions the first time they are given.
2) Be in classroom
& seated when the bell rings.
3) Keep hands, feet, and objects to yourself.
4) Use appropriate
language; no put-downs, teasing, or other inappropriate words.
Grading
o Homework
15%
o Class
Work and Project Based Learning 30%
o Exams
and Quizzes 20%
o Essays
25%
o Service
Based Learning 10%
o Grading
Scale
NOTE: Student must earn a C to pass the class!
Grade
|
Minimum Value
|
Maximum
|
A
|
90
|
100 or greater
|
B
|
80
|
89
|
C
|
70
|
79
|
F
|
0
|
69
|
At some point in the semester both students and parents will be able
to monitor grades on MISIS.
All Faculty are required to use the MISIS system
* * * * * TEAR-OFF * * * * *
I have read and reviewed the requirements for 10th
Grade English. I have
read/discussed this syllabus with my child. I understand that my student is to
keep all
of their work neatly organized and is expected to come prepared for class. I
understand that homework is assigned daily and that tutoring is available at
LACER.
_______________________________________ ___________________________________
Student’s Name Parent
/ Guardian Signature
_________________________________________ ___________________________________
Student’s Signature Contact
Telephone Number
Date_________________
___________________________________
Parent/Guardian Contact email
___________________________ Date
He leído y revisado los requisitos para Grado 10 Inglés.
Tengo
lectura / discutido este programa con mi hijo. Entiendo que
mi estudiante es
mantener todo su trabajo muy bien organizado y se
espera que venga preparado para la clase.
Entender que la tarea se asigna
al día y que la tutoría está disponible en LACER.
_______________________________________
___________________________________
Nombre del
estudiante Firma
Nombre del padre / tutor del estudiante
_________________________________________
___________________________________
Firma del Estudiante Contacto
Teléfono
Fecha_________________ ___________________________________
Padres / Tutores de contacto de correo electrónico
___________________________
Fecha
