Course Syllabus 

   


Name of Course: English 4                         

Name of Teacher: Anderson                        

E-Mail Address:manderso@aptoshs.net     

Voice Mail #   108

Room #  E-203

Preparation Period:      6

 

I

 

 

 

Course Description/Outline (reflects needed skills)



This class follows the course description for English 3/4 and is designed to provide students with the skills to pass the CAHSEE.   An important focus of the class will be to develop the vocabulary, reading, writing, grammar, and study skills required of  diploma-bound AHS students. Literature selections will include Huck Finn, The Crucible, The Great Gatsby and other selected stories/novels and poetry.

 

II

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

 

  1. Magazines and newspapers
  2. Scope magazines and New York Times Upfront periodicals.
  3. Glue, colored pens and pencils, construction paper, markers.
  4. Required texts and literature anthologies.

 

III

Materials Required

           

You will need to bring to class each day:

1. A notebook –11”x 8 1/2”.

2. Pencil and pen. Blue or black ink only.

3. Lined paper.

4. Book to read for SSR

 

 

IV

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

 

1. The main purpose of  English 3/4 is to provide students with access to literature study, reading, writing, grammar, poetry writing, and working in small groups.  Students who complete this course successfully will be equipped with the tools to thrive in the regular education classroom as they pursue a diploma from AHS.

 

Other specific goals include, but are not limited to:

 

1. Students will be able to question assumptions, make inferences, predictions, and develop hypotheses. (ESLR A)

2. Students will Listen, speak, read, and write proficiently using standard English. (ESLR B)

3. Students will Demonstrate appropriate study and work habits, time and organizational management (ESLR C)

4. Students will Practices ethical behavior according to established rules and codes (ESLR D)

5. Students will utilize speaking and listening skills to participate in the following activities: class discussions, small group discussions, oral reading, and oral presentations. (ESLRs A,B,C)

6. Students will Demonstrate and practice constructive stress management for mental and emotional wellness (ESLRs A,B,C,D,E)

 7. Students will  read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes (CA Standard 3.0).

8. Students will  read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced CA Standard 2.0).

9. Students will write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose (CA Writing Standard 1.0).

10. Students will write persuasive compositions and structure ideas and arguments in a sustained and logical fashion (Ca Standard 2.4).

 

V

Units of Study (activities)

 

1.   Grammar and Language Study

Writing conventions, word roots suffixes and prefixes, morphemes and phonemes, homonyms, antonyms, synonyms, homographs, parts of speech, word usage, connotative and denotative language conventions.

 

2.  Evaluating Literature

Researching the history, author, and content of various pieces of classical and modern literature that are often included in high school courses.  Students will the evaluate the effectiveness of texts for particular audiences, as well as discover themes, motifs and unique ideas presented by the authors.

 

3. Test-taking Skills

Preparation for the California High School Exit Exam will be a main focus of this course. Coursework will focus on time management skills, understanding specific directions, self-editing, responses to literature and stress management.

 

4. Reading Drama

Huck Finn, The Crucible, The Great Gatsby.  Scope magazine contemporary play units.

 

5.  Paragraph Writing

Constructing well-crafted paragraphs:  Use of techniques such as Brainstorming, Word Webbing, Topic Sentences, Concrete Details, Commentary and Concluding Sentences.

 

6.      Reading Fiction

Self-selected novel to be read each week during SSR: Book review and oral presentation will be required twice per semester.

 

 

VI

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

 

Bell Assignments

Daily Journals

Classwork assignments

Classroom participation

Homework

Essays

Exams and Quizzes

Projects

Book Reports

 

 

VII

Methods to accommodate language learners and other target populations

 

Partner and group activities

Use of Multi-cultural themes

Visuals presentation of lessons and vocabulary and graphic organizers

Technology and media resources used for reinforcement of concepts

 

 

 

IX

Class Procedures (missed assignments, make up work assignment format)

 

Most work in this class will be done during class time. Assignments will be given a due date to be written down in student notebooks at the beginning of class. Late assignments will be accepted without penalty only with an’ excused absence.’ All other late assignments will have points deducted by 5 percent per day. 

 

 

Behavioral Expectations (and consequences)

 

Classroom Rules

1. Respect Each Individual   Everyone has the right to feel safe and valued in this learning environment.

2. Respect for Property.  Do not touch or take things that do not belong to you.

3. Be Prepared.  Bring your pencil, pen, notebook, etc. each day for credit.

4. Do not disturb the learning process.  Class work begins as the bell rings.  Do not talk or disrupt when the teacher is giving instructions or when anyone else is speaking.

5. No eating or drinking in class. Water is the only exception to this rule.

 

 

Consequences for rules violations:

1.       Verbal Warning from teacher

2.       Student will sign Progressive Discipline Plan/Teacher Consequences

3.       Referral signed and parents contacted

4.       Referral to vice principal for administrative consequences (school beautification, detention, Saturday school, behavior contract, parent conference, etc.)

 

Attendance Policy

Tardies:  Students are expected to be in their seats with materials ready when the bell rings, or they will be marked tardy.  Excessive tardies will result in parental contact and the assignment of school detentions and/or Saturday school.

 

Absences:

Poor attendance (tardies or absences) will result in disciplinary action and will lower your grade.  Excessive absences put a student in danger of having to repeat the course to receive credit.  The California Education Code (Section 49067) and the Pajaro Valley Unified School District policy (6270.4) authorizes teachers to assign a failing grade to any student with seven or more unexcused absences from a class during any grading period.

 

XI

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. 

 

Points are given for graded assignments:

 

Grades are based on percentage of points possible

A= 100-88% of total points possible

B= 87-78%

C= 77-68%

D= 67-58%

F= 57% or less

 

Points range from 10 point assignments (daily journals, crosswords) to 30-50 point assignments (Tests, esssays, reading and grammar assignments)

 

 


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