SYLLABUS for 10th GRADE ENGLISH

Course Description

The major purpose of this course is to emphasize analyzing literature in greater depth, analyzing expository text, and producing more complex writing assignments. Students will continue to apply the knowledge and skills acquired in earlier grades with more refinement, depth, and sophistication with grade-appropriate material. The California

Reading/Language Arts Framework states that students in the tenth grade are expected to read one and one-half million words of annually on their own, including a good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each.

English 10AB is organized into three standards-based instructional components that focus on persuasion, exposition, and literary analysis, integrating skills of reading, writing, listening, and speaking. During the persuasion instructional component, students will read 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 persuasive essays and deliver persuasive presentations. In the 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. During the literary analysis component, students will read literary texts (e.g., short stories, poetry, and longer works, including novels), recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. Students will also explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Students will write responses to literature and deliver oral responses to literature. English 10AB meets the basic tenth-grade English requirement for graduation and fulfills the B requirement of the UC/CSU Subject Area Requirements.

COURSE SYLLABUS

Complete Standards Sets Attached

Instructional Component 1 – Persuasion

Scope and Sequence (8 to 12 weeks)

Instructional Component 1 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 propositions 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, they 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, 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.

Instructional Component 2 - Exposition

Scope and Sequence (8 to 12 weeks)

Instructional Component 2 identifies and groups key skills and concepts in the area of exposition. Students will read varied models of expository texts for specific purposes and will analyze, distinguish, synthesize, create, and extend ideas that are presented in those texts. They will synthesize the content from several sources from a single author dealing with a single subject. Students will paraphrase ideas and connect them to other sources and related topics to demonstrate comprehension. They will also extend ideas through original analysis, evaluation, and elaboration.

Students will also be expected to write expository compositions and deliver expository presentations that marshal evidence in support of a thesis and related claims, convey information and ideas from primary and secondary sources, and make distinctions between the relative value and significance of specific data, facts, and ideas. To write effective expository compositions, students will engage in research, marshal evidence, and utilize appropriate forms of evidence and citation formats. These expository compositions and presentations also need to include visual aids, technical terms, and notations, as well as anticipate readers’ potential misunderstandings, biases, and expectations. As they develop their understanding of exposition, students will consider guiding ideas such as what are the elements of an effective analysis, how an author’s use of evidence from multiple sources supports a thesis, and what methods are used by an author to analyze, interpret, and evaluate information.

Instructional Component 3 – Literary Analysis

Scope and Sequence (8 to 12 Weeks)

Instructional Component 3 identifies and groups key skills and concepts in the area of literary analysis in various genres. Students will analyze literature in a more sophisticated manner such as elements of character; interactions among and between characters and plot, time and sequence; comparison of universal themes in several works; literary elements such as figurative language, allegory, and symbolism; ambiguities, contradictions, and ironies in text; and voice or persona. Students will be asked to articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature. They will also compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. Students will analyze interactions between main and subordinate characters in a literary text and explain the way those interactions affect the plot, and recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism. Students will also explain how voice, persona, and the choice of a narrator affect characterization, tone, plot, and credibility of a text. Using the terminology of literary criticism, they will also evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.

In order to understand literary elements in depth as an aid to reading and creating expressive discourse of their own, they will participate in close readings, discussion, examination, evaluation, and interpretation of texts. The primary genre foci in the tenth grade literary analysis component are short stories, poetry, and longer works, including novels.

The preferred pedagogical approach is best described as intertextual: the teaching and learning of literature through the use of multiple texts related thematically, biographically, culturally, historically, philosophically, politically, stylistically, by topic, by structure or by author. Students will also develop and integrate deep content knowledge of within and across genres through literary apprenticeship in which they are asked to read, write, think, discuss, and problem solve like writers, novelists, poets, and literary scholars and critics. They are also expected to write and deliver responses to literature that demonstrate a comprehensive grasp of the significant ideas of literary works or passages. Students learn to support important ideas and viewpoints through accurate and detailed references to the text or other works and demonstrate awareness of the author’s use of stylistic devices and effects created. They will also identify and assess the impact of perceived ambiguities, nuances, and complexities within a text.

Representative Performance Outcomes and Skills

In this course, students will know and be able to:

•  Use scaffolding strategies to make meaning of text.

•  Use instructional conversations (speaking and listening) to strengthen comprehension.

•  Analyze, evaluate, and elaborate on informational and literary texts.

•  Defend a position using appropriate evidence.

•  Engage in reflections to reflect on the subject matter content and learning processes.

•  Use the writing process for multiple purposes, including on-demand writing tasks.

•  Engage in research and individual inquiry to locate, analyze, and evaluate information.

• Develop a grade-appropriate academic vocabulary, including the connotation and denotation of words.

• Extend the ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

• 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.

• 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.

• Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

• Write persuasive compositions, expository compositions, and responses to literature; write on-demand essays.

• Deliver persuasive arguments, expository presentations, and oral responses to literature.

• Prepare for California State Standardized assessments, including the California High School Exit Exam and the California Standards Test.

 • 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.

Assessments

• Teacher-designed participation, quizzes and tests

• Student-written essays and oral presentations

• Periodic assessments and other formative assessments

District Adopted Standards-Based Curriculum

• LAUSD English/Language Arts Instructional Guide, Grades 10 which includes the 10th Grade Unit Lessons

District Approved Texts and Instructional Resources

 • Perspectives in Multicultural Literature, Fourth Course, Holt, Rinehart, and Winston (Williams approved)

 • District approved standards-based textbook and corresponding District approved novel(s) and complete works

• Supplemental District approved standards-based instructional materials and resources

Other Instructional Resources

• Reading/Language Arts Framework for California Public Schools

Student Materials

1. 3-ring binder (1-1½ inch)
2. 3-pens (blue or black) and 3 pencils (There is no sharpener in the class).
3. Pencil Pouch for #2.  The pencil pouch needs to be 3-hole punched so it can fit into your binder.
4. Dividers (1 set = 5 separate tabs).
5. College Ruled line paper, to go into your binder.
6. 3-hole punch that fits into your binder.

Binder Checks

Binder checks will occur at the end of every week on Friday, making up 20% of your overall grade.  Each binder check will consist of the following:

1. Weekly Grade Check with parent signature – 20 points
2. Organization of materials (#’s 1-6 listed above)
3. Returned assignments
4. Agendas
5. Notebook: Quick writes, reflections, and/or participation – 50 points

If you are not going to be at school on the day of a binder check (e.g.: field trip, guest speaker, participation in on-campus related activity) you must make arrangements ahead of time for full credit.  If you are absent you must provide the proper documentation for full credit and meet within me 1 day of your absence.  Failure to see me promptly may result in a reduction of points.

Grade Checks

In order for students and the AVID Elective teacher to stay informed of progress and missing work, students will be responsible for gathering weekly grade checks.  Grade checks are due every other week for 20 points.

Grading Scale

  A: 100-90

B: 89-80

C: 79-70

D: 69-60

F: 59-50

Participation

Students are required to participate in class activities and raise questions about text to the entire class.  Participation is the one component that will allow a student to attain an A in the class.  Failure to participate will result in the highest grade of a B.

Attendance Policy

Students are responsible for attending all classes and actively engaging the day’s lesson.  Student attendance is crucial to demonstration of proficiency in this subject.  10 points will be scores for overall attendance and can prohibit a student from attaining the 100 points, or an A for this elective.

Ten-Day Absence Rule

If a student misses more than 10 class sessions during a semester he/she may be subject to the loss of credit in that class.

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**This document is to be signed by a parent on the below lines, cut off and turned in.  The rest of the syllabus needs to be put into the front of your binder, in front of the dividers.

(Parents) I have read the above syllabus, understand, and accept how my child is being graded.  Additionally, I know I can get a hold of Kate Bridges at jkatbridge@aol.com

___________________________________ __________________

(Parent Signature) (Date)