Name of Course – California Authors

Name of Teacher – Mr. Lachman

Voice mail#: (702) Room#:E-213 Prep.Pd.: 1st

I. Course Description/Outline (Reflects needed skills)

Students will read, study, and discuss stories, novels, essays and poems set in the state of California and authored by Californians. As well as completing reading, speaking and listening assignments, students will write essays in the domains of interpretation, controversial issue, reflection, and evaluation and be assessed for organization, development and expression of ideas, voice, and style and conventions (grammar, usage, and spelling). Having read and written about the environment, culture, and people of California, students will author their own definition of a Californian.

II. Materials Provided (name of textbook, other resources, videos used, etc.)

*A variety of texts that are named in “Units of Study”

*Videos: Ishi, The Last Yahi, Farewell, My Lovely, The Big Sleep or The Maltese Falcon, Tortilla Flat, ZootSuit

III. Materials Required

1. Binder or folder, binder paper, a spiral or bound notebook for exclusive use in this class, and a blue or black ink pen.

2. Current text in use.

IV. Goals (knowledge to be acquired, technical skills, etc., specific reference to ESLRs and state standards)

1. Develop reading, listening, speaking and writing skills. (A-1to8, b-1 to 4, c-3, 4)

2. Research a controversial issue, support a position about it and present it in writing (to be placed in student’s electron Language Arts Portfolio) and orally. (A-1,2 ,3, 6)

V. Units of Study (activities)

1. Native California: Students will read The Ohlone Way by MalcomMargolin and along with vocabulary study, will keep a notebook responding to informal writing topics, as well as write more extensive pieces in the form of essays or exams. Readings from The Sound of Rattles and Clappers by Greg saris(contemporary Native American fiction) and Watching the Watsonville Wetlands by Jerry Busch will follow.

2. The Central Valley: Students will read stories, essays and poems by central Valley authors and keep a reflective journal. They will receive instruction in writing the reflective essay and then write a form alone.

3. Steinbeck: Students will read up to three Steinbeck novels, choosing from Cannery Row, Tortilla Flat, The Long Valley, he Red Pony, In Dubious Battle, and East of Eden and keep a reading log on each novel.

4. Controversial Issue: Students will ready controversial issue essays, study the characteristics of the essay, write a researched essay on a controversial issue (to be placed in their electronic Language Arts Portfolio) and present it orally.

5. California Mystery: Students will ready and study Farewell, My Lovely by Raymond Chandler, write an essay evaluating Phillip Marlowe as a hard-boiled detective, as well as write a dialogue and/or descriptive setting.

6. Evaluation Essay: Students will read various types of evaluative essays and articles, study the characteristics of this essay type and write a forma essay evaluating a subject of their choice.

7. San Francisco Renaissance: Students will read selected poetry from the “beat” poets and keep a response journal as well as write original poems.

8. Zoot Suit: Students will read this play by Luis Valdez orally and write a reflective essay inspired by a self-selected scene.

9. Central Coast Writers: After students read a selection of pieces about California and the Central Coast, they will describe an area within Santa Cruz County in an expository essay or write a narrative describing it, as well as author their own definition of a “Californian.”

VI. Methods of Assessment (may include tests, portfolios, projects, essays)

1. In-class assignments: quizzes, worksheets, pre and post informal writing assignments.

2. Homework: reading, informal writing assignments, pre-writing assignments.

3. Formal essay and other forms of writing

4. Timed writing and tests

VII. Methods to Accommodate Language Learners and other Target Populations

1. Vocabulary Development

2. Oral Reading

3. Group and whole-class collaboration: brainstorming sessions, formulation of ideas and claims about literature and gathering of evidence for essays.

4. Models of writing assignments and projects

5. Segmentation and scaffolding of complex assignments

6. Literature circles

7. Peer editing

VIII. Units or activities that address Language and Math standards needed for High school Exit Exam (for classes other than Language and math)

1. Students with excused absences are responsible for finding out what they missed and making up the work as arranged with the teacher.

2. When students are absent on the day of a field trip or preplanned activity, major assignments must still be turned in by the due date.

3. Printer won’t work? Write the assignment in long hand or email it to the teacher.

4. Late assignments will receive a lowered grade based on the degree of lateness; some assignments may not be accepted beyond a designated date. Late homework is not accepted if the work is gone over in class that day. Those with excused absences should consult with the teacher.

5. All graded work must be done blue or black ink or typed (1 1/2spacing, 12.pt., based on Times)

6. Students must retain graded work for the duration of one quarter. A place will be provided for them to store their work in the classroom.

IX. Behavioral Expectations (and consequences)

1. Be seated when the bell rings and remain so, unless otherwise instructed.

2. AHS policy will be followed regarding absences and tardies.

3. Be nice. Show respect for the teacher, other students and school property.

4. Stay in the classroom. I’m not going to deny anyone restroom visits but I expect restroom visits to be rare. Don’t chug a double latte before class if it’s going to make you have to run to the restroom everyday during class.

5. Don’t cheat. Plagiarism will result in an automatic 0and may end in suspension.

6. The consequences for behavior that interferes with learning in the classroom are as follows, unless the behavior warrants otherwise:

1. verbal warning 4. detention or in-house suspension

2. teacher-student conference 5. behavior contract

3. phone call home 6. referral to an assistant principal

Grading Policy:

Major assignments in reading, writing and speaking: 50%

Daily work (homework, quizzes, class work): 35%

Participation: 15%

Final Exam: 5-10% of semester grade (depending on the scope of the exam).

I have read & understand the “course Syllabus” for…

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STUDENTSIGNATURE………………………………………………..

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