Syllabus English 10 2015-16
English 10A Dr.
Cohen Room 125
Hollywood High School SLC: 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
expository and 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.
16.
Defend their Portfolios by selecting examples of their work that meet or exceed the
standards.
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
Fahrenheit 451
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)
In the
Information/ Exposition instructional component, students will read expository
texts and use what they have learned to
establish a controlling impression or coherent thesis that conveys a clear and
distinctive perspective on a subject and maintain a consistent tone and focus
throughout a piece of writing. They will use primary and secondary sources accurately, distinguish between
information and the significance of the data, be aware of audience, anticipate
misunderstandings, and use subject-specific terms accurately.
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. 18-21 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. 24-27 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. 31
Sept-4 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. 7-10 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.14-18 Author Covered: Sojourner Truth
Ain’t
I a Woman, Declaration of the Rights of Women,
PROJ: Evaluating an author’s argument Essay
Sept.21- 25 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.28-Oct.1
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
Oct..5-9 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. 12-15
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. 19- 23 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. 22nd Parent/Guardian
Conferences
Oct.26- -30 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
Nov.2 –6 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. 9– Nov.
13 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. 16-Nov. 20 Authors Covered: Chinua Achebe , William Dalrymple
The Oral Tradition
and Things Fall Apart
Homer in India (New Yorker Magazine, 2006)
PROJ: Irony
Nov.23--27 Authors
Covered: Chinua Achebe and Oral
Tradition II
Things Fall Apart and La LLorona
PROJ: Allegory and
Ghostly Tale Project
Thanksgiving Week
Nov. 30
Dec.4 Authors
Covered: Chinua Achebe, Sandra Cisneros,
and Frederick Douglass
Problems
and Solutions, Straw Into Gold, Learning to Read and Write
PROJ: 1500 Word Essay
Dec. 7-11 Authors
Covered: Malcolm X, Sherman Alexie
PROJ:
Portfolio Defense
December 14-18- 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.
Starting
Place for Research Project (PBL) Links
U.S. Census Bureau
FastStats
National Institutes of Health
Pew Research Center: Hispanic Trends
Pew Research Center: African Americans
Pew Research Center: Asian Americans
Pew Research Center: Internet and Technology
http://www.pewinternet.org
New York Times Topics
Google Scholar
Science News AAAS
APPS
for Research (Webcrawlers)
Flipboard.com
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 2015-16 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 20%
o Exams, Quizzes, Defense of Portfolio 20%
o Essays 30%
o Service Based Learning 10%
o Grading Scale NOTE:
Student must earn a C to pass the class!
o C’s
or Better are required for entry into Cal State University or University of
California
|
Grade
|
Minimum Value
|
Maximum
|
|
A
|
90
|
100 or greater
|
|
B
|
80
|
89
|
|
C
|
70
|
79
|
|
F
|
0
|
69
|
Students and parents will be able
to monitor grades on Engrade.com. The exception will be if 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
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