Name of Course: English 2 SDAIE
Name of Teacher: Danielle Zaragosa-edler
E-Mail Address: dzaragos@aptoshs.net
Voice Mail # 693		Room # E214	Preparation Period: 4th, 5th and 6th
I	Course Description/Outline (reflects needed skills) This is a college preparatory course designed to increase students’ proficiency in English and Language Arts. An important focus of the course is to further develop students’ academic vocabulary, reading, writing, presentation and study skills to prepare them to redesignate as Fluent English Proficient, pass required California High School Exit Exams, and meet or exceed requirements for college entrance.
II	Materials Provided (name of textbook, other resources, video used,etc.) Textbook: The language of literature Supplementary books: The pearl of mice and men julius caesar antigone Night farewell to manzanar where coyotes howl and the wind blows free
III	Materials Required A binder or notebook with plenty of paper Pencils, erasers and pens
IV	Goals (knowledge to be acquired, technical skills, etc., ESLRs must be referenced, standards alignment) Writing goals 1. Students will increase their English writing proficiency at the sentence, paragraph, and essay length. 2. Write essays for a variety of purposes. 3. Self-monitor and self-correct grammatical structures and conventions of writing. 4. Respond to open-ended prompts using a variety of vocabulary, sentence types and writing strategies. Reading Goals 1. Students will increase their understanding of and build skills in interpreting a variety of literary genres. 2. Derive meaning from text by applying knowledge of words parts. 3. Recognize and understand idioms, analogies, and metaphors. 4. Read independently and demonstrate comprehension through responses to literal and inferential questions. 5. Analyze the interaction between literary characters. 6. Use dictionaries and reference works to verify knowledge and interpret new vocabulary. 7. Recognize and explain the use of similes, metaphors and other poetic devices. 8. Describe how various literary elements contribute to mood or tone of a piece. Listening Goals 1. Take appropriate notes during a lecture. 2. Demonstrate understanding of simple figurative language and idiomatic expressions. 3. Interpret inferred meaning as expressed by intonation, rhythm and stress. 4. Demonstrate understanding of idiomatic expressions, colloquialisms, speech registers and differing dialects. 5. Demonstrate understanding of academic discussions using few visual aides. Speaking Goals 1. Use standard English speech that is comprehensible with consistent grammar, although some errors may be evident. 2. Use simple figurative, idiomatic expressions to communicate ideas. 3. Initiate conversations stating viewpoints and opinions. 4. Prepare and deliver organized presentations. 5. Be understood when speaking using standard grammatical forms. 6. Participate in academic discussions with few visuals. State standards for Language arts are addressed and met in the above goals and in the following units of study. Aptos High School Expected Schoolwide Learning Results are available at: www.aptoshs.net and CA Content Standards for Language Arts are available at: http://goldmine.cde.ca.gov/ci/reading.html
V	Units of Study (activities) 1. The Pearl: Required literature with a thematic focus on courage, symbolism, values, and oppression. 2. Of Mice and Men: Required literature with a thematic focus on being outsiders, friendship, loneliness, the American Dream, and prejudice. 3. Julius Caesar: Required literature with a thematic focus on power, loyalty, betrayal and language. 4. Antigone: Recommended literature with a thematic focus on values, decision-making, and the consequences of our actions.. 5. Night and Farewell to Manzanar: Recommended literature with a thematic focus on family, coming of age, prejudice. 6. Short Story unit: Students will read, study and discuss a variety of short stories (from our textbook as well as from the anthology Where Coyotes Howl and the Wind Blows Free).

VI	Methods of Assessment (may include tests, portfolios, projects, essays, etc.) 1. Essays 2. Portfolios 3. Individual and group projects 4. Exams 5. In class assignments 6. Homework 7. Quizzes 8. Participation
VII	Grading Policy Points will be given for graded assignments. Each student’s points are divided by the total number of points possible to calculate a percentage score. A small assignment might receive 5-10 points, a small written work 20-30 points, a multi-paragraph essay 50-100 points, a major project 50-100 points, unit tests 50-100 points, homework 5-25 points and final exams 100 points. Depending upon the assignment: q Approximately 50% of a student’s grade is based on written work. q Approximately 40% of a student’s grade is based on daily classwork and homework q Approximately 10% of a student’s grade is based on participation. Disruptive behavior can hurt your participation grade; please act accordingly. Final Exams are 20% of the semester grade. A = 100-90% B = 89-80% C = 79-70% D = 69-60% F = 59% or lower I also try to look at effort, perseverance and improvement throughout each semester as well.
VIII	Class Procedures (missed assignments, make up work assignment format) Late Work Late work will be accepted for reduced credit. The later it is, the less credit you will get. Essentially, this means that if it’s December and you are trying to turn in an assignment that was due October 15^th, you may as well not even bother. Please plan accordingly. Make Up Work If you were absent, you will have as many days as you were absent to turn in missing work without losing points. After that, it is considered late work and will be accepted for reduced credit (see policy for late work above). We will keep a binder where daily notes on the daily agenda, class assignments and homework will be recorded. Students who have been absent are responsible for checking the “Class Notes” binder, collecting the appropriate handouts and making up their work. Extra Credit Students may do extra credit work each quarter. Possibilities for assignments will be announced periodically.
IX	Behavioral Expectations (and consequences) The overall guideline to behavior in this class is that everyone has the right to learn in a positive environment, and no one has the right to interrupt the teaching/learning process. Classroom Rules: 1. Respect people: Treat others as you want to be treated. There are to be absolutely no put downs or derogatory comments of any kind. 2. Respect property: Do not touch or take things that do not belong to you. 3. Come to class prepared to work: Bring your pencil, pen, notebook, etc. 4. Do not disturb the learning process. Classwork begins as the bell rings. Do not talk or disrupt when the teacher is giving instructions or when anyone else is speaking. Consequences for disruptive behavior (consequences depend on type of behavior and how many times student has engaged in disruptive behavior in the past): : 1. Warning 2. A brief conference with the teacher at lunch or after school 3. Detention with the teacher (15 to 30 minutes) 4. A call or letter to the parent(s) or guardian(s) 5. A referral to the vice-principal: consequences such as in-house detention, suspension, or Saturday School may be assigned. 6. A behavior contract 7. A parent conference 8. Possible removal from class
I have read & understand the “Course Syllabus” for English 2 SDAIE.. ........................................................................................................................ Parent/Guardian Signature................................................................................................................. cc: Teacher Student 4/20/99