Course Syllabus
Name of Course: English 1
Name of Teacher: Kinzie Fink-Thompson
E-Mail Address: kfink@aptoshs.net
Voice Mail # 688-6565 ext 634			Room # e208	Preparation Period: 1
I	Course Description/Outline (reflects needed skills) English 1 is a college preparatory course designed to increase student proficiency in language arts skills. Students will develop an appreciation of literature through in-depth study of a variety of literary works, styles, genres, points of view, and literary devices successfully employed by many distinguished authors to communicate their important insights to the world. Students will respond to these studies through homework, discussion, analysis, creative works, individual and group projects, reports, and presentations. In addition, English 1 will emphasize the discovery and use of vocabulary as found in the assigned texts to increase comprehension and broaden student ability to communicate expressively. The greater goal is to help each student develop the close reading, analytical writing, critical thinking, and complex speaking skills vital to a successful and happy life in the modern world. All teachers in the English Department assign approximately 15-45 minutes of homework per day, five (5) days per week. The time may, however, be focused in fewer but longer periods for major assignments such as essays, reports, and tests. Homework is not always a writing activity. It often requires reading and/or studying in addition to or instead of writing.
II	Materials Provided (name of textbook, other resources, video used,etc.) Textbook: THE LANGUAGE OF LITERATURE Supplementary Reading: Heroes, Gods, and Monsters (Required) Romeo and Juliet (required) To Kill a Mockingbird (required) Children of the River Illustrated man Lord of the Flies Short Stories and Poetry Self-selected novel: Million Word Challenge Videos: West Side Story To Kill a Mockingbird Romeo and Juliet VARIOUS SHORT HISTORICAL AND BIOGRAPHICAL VIDEO CLIPS AND EXCERPTS FROM TELEVISION NEWS RELATED PROGRAMS WILL BE USED TO PROVIDE CONTEXT AND INFORMATION RELATED TO UNITS OF STUDY.
III	Materials Required 1. Notebook for daily journal writing (for exclusive use in this class, at least 70 pages, spiral okay) 2. Dark blue or black pens 3. Pencils with eraser 4. Binder with paper and room for handouts 5. Current text in use 6. Student ID card for checkout of library materials 7. SSR Novel, approximately 200 pages (must be approved by teacher and brought to class every class session) 8. Students must keep all returned homework
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 short essay level. 2. Investigate, research a topic and use the writing process to develop a brief report, including citations of sources used. 3. Create descriptive writing using imagery, simile, and metaphor. 4. Write narrative and autobiographical compositions for a variety of purposes. 5. Self- monitor and self-correct grammatical structures and conventions of writing. 6. Respond to open-ended prompts using a variety of vocabulary, sentence types and writing strategies (dialogue, suspense, humor) 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 word 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. The following California State Language Arts Content Standards for Writing are addressed: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 2.1, 2.2, & 2.3. The following California State Language Arts Content Standards for Reading are addresses: 1.1, 1.2, 1.3 The following California State Language Arts Content Standards for Listening/Speaking are addressed: 1.1, 1.4, 1.7, 1.8, 1.9, 1.12, 2.2, 2.4. Students will also address California State English Language Development Standards and District English Language Development Benchmarks at the Early Advanced and Advanced Levels. The following Expected School-wide Learning Results will be addressed: A1, A3, A4, A5, B1, B2, B3, B4, C1, C2, C3, C4, D1, D6, D7, D8
V	Units of Study (activities) 1. Autobiography Autobiographical Writing: write autobiographical narratives and detailed autobiographies. 2. Paragraph Writing Constructing a good paragraph (Jane Schaffer writing program): Brainstorming, Topic Sentences, Supporting (Concrete Detail/Commentary) and Concluding Sentences. Paragraph types: Definition, Process Analysis, Descriptive, Opinion, and Narrative. 3. Moving from Paragraph to Essay Writing development and organization: Brainstorming, Clustering, Outlining, Main Ideas, Supporting Evidence, explanation and Elaboration, Introduction, Body, Conclusion, Strong Opener/Hook, Thesis Statement. Complete California Language Arts Standards Essays for Autobiographical Writing. Practice in the Writing Process: Pre-Writing, Rough Draft, Proof- reading, Editing, and Careful Writing of the Final Copy. 4. Imagery, Symbolism, Metaphors and Similes Literal and figurative meanings. Idioms, analogies, and sensory details. Complete California Language Arts Standards Essays for Observational Writing. 5. Mythology Greek, Roman and Norse mythology: Heroes, Gods and Monsters, Zeus, King Midas, Pyramus and Thisbe, Perseus, Thor, etc. 6. Reading Fiction Self-selected novel: Book review and oral presentation. (To fulfill The Million Word Challenge) 7. Reading and Performing Drama Romeo and Juliet and West Side Story 8. Controversial Issue/Persuasive Speech Methods and resources for research, creating notecards, organizing main ideas, creating an outline, writing expanded paragraphs, integrating direct and indirect quotes, creating a works cited page and title page, presenting research in written and verbal form. MLA format and Cornell Notes will be integrated into the project. 9. Grammar and Language Study Writing conventions, word roots suffixes and prefixes, morphemes and phonemes, homonyms, antonyms, synonyms, homographs, cognates and false cognates. 10. Academic Literacy Preparation for the California High School Exit Exam and SAT 11.Test-taking skills Preparation for the California High School Exit Exam and SAT
VI	Methods of Assessment (may include tests, portfolios, projects, essays, etc.) Warm up assignments Classroom assignments Homework Essays (final drafts must be typed) Exams and Quizzes Projects (must be typed and/or multimedia) Oral and written presentations Individual, partner, and group activities Multi-cultural themes addressed Use of visuals and graphic organizers Wide use of supplemental materials Technology and media resources used for reinforcement of concepts
VII	Grading Policy Your grade will be based on a point system. Successful students will attend regularly, come to class on time, participate in class, and do all assigned work. At lease 50% of your grade will be based on the quality, improvement, and skill mastery shown in various types of writing assignments. Points are given for graded assignments below (points may vary): Homework 5-25 points Class participation 0-10 points Quizzes 10-50 points Projects 5-100 points Exams 100 points Essay Packets and Finals will be given more than 100 points Grades are based on percentage of points possible A=100-90% of total points possible B=89-80% C=79-70% D=69-60% F=59% or less Points accumulate each quarter. Semester grades = First quarter grade (45%) + Second quarter grade (45%) + Final exam (10%)
VIII	Class Procedures (missed assignments, make up work assignment format) Assignments must be completed by the beginning of the period on the due date. Assignments handed in after the start of class are considered late. Late assignments will result in a lowered grade (see below). Make-Up Work: It is your responsibility to make up any work missed. Absence does not excuse late work. Find a reliable study buddy and keep their phone number close by. If absent on a due date, the assignment is due the day of your return or it will be considered late. Late papers and projects will be given a 50% grade reduction. No work will be accepted more than one week late, except in the case of serious illness. Students will have the opportunity to make up missed tests or quizzes during Tutorial only if prior arrangements are made with the teacher. Extra Credit Work is rare and is meant only to complement or perfect a grade, not to supplement or make up for missed assignments. 10% the quarter grade will be based on daily participation (discussions, reading aloud, oral reports, presentations, etc.). Your queries and contributions related to class work are welcomed and encouraged. Unsolicited comments and conversations are not. You will lose daily participation points for such occurrences. There will be a direct link between attendance and your participation grade. If a student is absent from class, there is no way to make up the participation that was missed since he or she could not participate in the lesson of the day without being in class. This is particularly true when the lessons involve listening and speaking skills.
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. If a student actively participates in the lesson of the day, he or she will receive credit for participation. Conversely, if a student does not participate or interferes with the lesson of the day, he or she will not receive credit for participation for that day. This policy is based on the belief that student contributions to the daily lessons are an integral part of what the whole class learns each day. Class Rules 1. Be Respectful – this includes being respectful to the teacher, other students, and property. 2. Be Responsible – complete assigned tasks on time, bring supplies to class every day. 3. Follow Directions – please follow directions the first time they are given! 4. Be Ready to Learn – be in your seat and ready to begin class when the bell rings; don’t distract other students. 5. Cell Phones, CD players/Ipods, Gum, Food, and beverages of any sort may not be displayed or used in the classroom at any time. (Water bottles are the only exception) The consequences for behavior that interferes with learning in the classroom are as follows, unless the behavior warrants otherwise: 1. Verbal warning 2. Conference with student 3. Detention 4. Call home 5. Referral Any student who receives three detentions will be issued a Saturday school. Restroom Privileges: Unlimited until abused! Teacher permission must be granted and a proper hall pass must be issued. The guidelines for behavior and attendance established by Aptos High, PVUSD, and The State of California will be followed in the classroom. Steps for mitigating and discouraging behavioral problems will be followed accordingly.
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