English 12 Syllabus



Expository Reading and Writing (ERWC)

English 12 Syllabus

2013-2014

Mrs. Kadavy (Wilson) – Rm. E208

Freedom High School

E-mail: wilsonj@

Course Description: This course allows students to integrate interactive reading and writing processes and use a rhetorical approach to texts that fosters critical thinking. Materials and themes in the curriculum engage student interest and provide a foundation for principled debate and argument. You will engage in classroom activities that are designed to model and foster successful practices of fluent readers and writers.

The course requires you to share ideas and work collaboratively in small groups and during whole class discussion. It is designed to help students develop the skills, content, and knowledge of procedures that will prepare them for further education and successful job performance.

Course Outline: The instructional modules are organized by semester. Most modules include multiple text pieces on a topic, often representing different genres. Course texts include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, and other non-fiction texts. Modules include instruction in critical reading, analysis of rhetorical strategies, vocabulary, research methods, documentation conventions, and analytical writing based on information learned from and in response to the assigned texts.

Course Objectives: Students will:

- create sophisticated written compositions including a personal statement/letter of introduction for a job, letter to an editor, argumentative papers, and research/synthesis essays

- demonstrate that you can identify and utilize grammatical concepts and grade-level appropriate vocabulary in writing.

-learn the methods of SOAPSTone(R) – providing textual evidence for each:

• S = to recognize subject of articles and writing

• O = to identify the occasion of the reading and writing

• A = to determine the audience of the reading and/or writing

• P = to ascertain the purpose of the reading and writing

• S = to establish the validity and credibility of the speaker in reading and writing.

• Tone = to discover the emotion or mood meant for the audience

• (R) = Rhetorical Devices – pathos, logos, ethos (emotion, reason, and credibility).

You will also learn:

• To generate summaries, paraphrases, comparisons, analyses, and/or arguments.

• To produce Controlling Argument or Major Focus driven essays incorporating elements of readings to provide evidence arguments.

Texts and Supplemental Materials:

The Expository Reading and Writing Course: Student Reader will be issued to each student. The Student Reader includes all 39 student-reading selections contained in semesters one and two of the course. Other materials will be provided to student by Xeroxed copies of the textbook work including grammar components for each unit taught in relationship to the articles being read in each module.

Modules:

What’s Next: Thinking About Life After High School

The Rhetoric of the Op-Ed page: Ethos, Pathos, and Logos

The Value of Life

Racial Profiling

Good Food/Bad Food

Into the Wild

All assignments will be focused on using the following 12th Grade Common Core California Standards:

California Common Core Standards

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details used from the Common Core Standards: Reading Literature (RL)

(Novel: 1984 by George Orwell)

• RL.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• RL.12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

• RL.12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

• RL.12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

• RL.12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

• RL.12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Key Ideas and Details used from the Common Core Standards: Reading Informational Text: (RI)

▪ RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

▪ RI.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

▪ RI.12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

▪ RI.12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

▪ RI.12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

▪ RI.12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

▪ RI.12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

▪ RI.12.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of text complexity band by reading independently and proficiently.

▪

Key Ideas and Details used from the Common Core Standards: Writing Skills: (W)

▪ W.12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

▪ W.12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

▪ W.12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

▪ W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

▪ W.12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

▪ W.12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

▪ W.12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

▪ W.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA

▪ W.12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

▪ W.12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Key Ideas and Details used from the Common Core Standards: Listening and Speaking (LS)

▪ SL.12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

▪ SL.12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

▪ SL.12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

▪ SL.12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

Key Ideas and Details used from the Common Core Standards: Language Conventions: (L)

L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings including denotation and connotation.

L.12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Key Assignments:

Each of the ten instructional modules uses an assignment template to guide students through the following processes: reading rhetorically, connecting reading to writing, and writing. Please see the list of scheduled units for each semester for more detail on specific assignments for each module. Examples of assignments include the following:

• Quick Writes to access prior knowledge

• Surveys of textual features

• Predictions about content and context

• Vocabulary previews and self-assessments

• Reciprocal reading and teaching activities, including summarizing, questioning, predicting, and clarifying

• Responding orally and in writing to critical thinking questions

• Annotating and re-reading texts

• Highlighting textual features

• Analyzing stylistic choices

• Mapping text structure

• Analyzing logical, emotional, and ethical appeals

• Peer response activities

Assessment Methods:

You will be graded under the categories of Formative and Summative.

Formative assessments include pre-reading assignments (quickwrites, vocabulary, concept mapping, etc.),

during reading (critical thinking questions, discussions), and grammar assignments.

Summative assessments include essays, formal presentations, and tests.

Formative: 30% Summative: 70%

GRADING SCALE

100 A+ 89-88 B+ 79-78 C+ 69-68 D+

99-92 A 87-82 B 77-72 C 67-62 D

91-90 A- 81-80 B- 71-70 C- 61-60 D- 59 F

DO NOT ASK ME ABOUT YOUR GRADE DURING CLASS TIME.

ASSIGNMENTS

You should refer to a planner/agenda where you should be denoting all assignments for class work, homework, and due dates. You can check the ERWC Handouts binder in the back of the room if you are absent, email me for make-up work, or ask trusted classmate.

If you have further questions or concerns, make an appointment to see me before or after school.

Policy for Late Work: NO LATE WORK ACCEPTED

Students must submit all work by scheduled due date with the exception of absences per State Code Attendance Code. For each day that a student is absent, that student shall have one day to make-up the work from the days absent. The exception to this rule is if the student is aware of a due date at least one week in advance than regardless of any absences, the work is still owed on the scheduled due day. If the student is absent on the due date due to illness or other absences cleared through the attendance office, the work is required to be submitted to teacher the day that the student returns to school. Being absent because of a field trip or school activity does not exclude the student from turning in the work on time per scheduled due date. The student can always turn-in work ahead of time in those cases.

Essays–Go down one-third letter grade per day. Half credit (still an F) after 3 days. No credit if the assignment is never turned in.

The only exceptions to this Work Due Policy are by special circumstances established by a parent/student/teacher/counselor and/or administrator meeting.

ASSIGNMENTS – Additional info.

All assignments are due at the beginning of the period (when the tardy bell rings).

For final drafts, write on only one side of the paper, use one-inch margins, 12-point font,

and always double space unless instructed otherwise.

Write legibly. Typing is preferred.

Correct heading is required on every assignment in the upper corner, as follows:

Name (ex. Ms. Wilson)

Date (ex. 10-10-11)

Period (ex. Period 7)

Failure to follow these guidelines will result in a lowered grade.

Essays and other large assignments or projects (work assigned at least two days in advance) will be due on time (at the beginning of the period) whether you are present or not. You must make arrangements to get the assignment to me when it is due.

BATHROOM RULES

• Do not ask me if you can use the bathroom until at least 20 minutes into the period or after 20 minutes before the period ends. Otherwise, you can wait until the passing period.

YOU MUST BRING ALL OF THE SUPPLIES LISTED BELOW TO CLASS EVERY DAY:

2 black or blue ink pens, #2 pencils, pocket folder labeled with name and “English 12" (for handouts), college-ruled binder paper, 100-page notebook labeled “English 12.”

- Keep all materials organized.

- I WILL NOT ACCEPT ANY FINAL ESSAYS IN PENCIL!

Mrs. Kadavy’s CLASSROOM RULES

1. Students are to enter the classroom calmly and quietly and go

immediately to their assigned seats. You are to sit at a 90 degree angle to your desk with your feet on the floor and good posture (spine

straight).

2. Students are to be in their seats and prepared to work when the bell rings. If you are not in your seat with your materials when the bell rings you are tardy. Be working on the assignment on the board as soon as the bell stops ringing.

3. Students are to show respect at all times and in all manners toward

themselves, others, and staff. This includes all verbal and non-verbal

forms of communication including body language, facial expression and tone of voice.

4. Students are to be on task AT ALL TIMES and work to the best of

their ability. This means you are to be working on whatever assignment is given with all of your concentration. If you are finished an assignment early, you may read or sit quietly and wait for others.

There is no talking in my class except to address the academic issue at hand.

5. There is absolutely no gum, food, drink, candy, make-up, mirrors,

electronic devices or any other distraction allowed in my class. Any of

these visible will be immediately confiscated and picked up after school. Do not even give the appearance of chewing or it will be deemed that you are doing so. Class time is for learning.

6. Students are to be prepared with all papers, pens, pencils, notebooks and any other materials required for class. Never bother me about sharpening your pencil, needing paper, throwing out trash, or any other trivial matter during class. Class time is for learning.

7. You are to raise your hand to get permission to speak. Raising your hand does not give you permission to speak, it just lets me know you want to speak. You are never to leave your seat without first raising your hand and receiving permission.

8. If you need to use the restroom you may do so between 20 minutes after the start of class and 20 minutes before the end of class with my permission.

9. I do not argue with students. If you are told to move your seat or

given any other direction you are to do so immediately and without

complaint. If you feel this or any other direction is unreasonable you

may arrange to discuss it with your counselor or arrange a parent

conference on your own time. Otherwise, follow all directions

immediately and without complaining. Class time is for learning.

10. When the bell rings, you are to remain in your seat until dismissed. You are responsible to clean any trash in your area whether it is yours or not. Keep all trash with you until the bell rings and throw it out on your way out of the classroom.

11. I do not give warnings. This is your warning. Any violation of

these rules will be met immediately with a 15 minute detention to be

served during lunch or after school before the next class. Depending on the severity of the violation, you may incur additional consequences, such as, copying the rules, attending a parent conference, and/or meeting with the Assistant Principal.

12. If you do not come to detention, your parents will be notified, and you will have the following day to serve the detention before you receive a referral. No matter what other consequence you receive, you will have to make up the 15 minute detention before re-entering class.

Return this completed portion to Mrs. Kadavy by August 6th/7th

I have read and understand the procedures, rules and consequences for Mrs. Kadavy’s English class and have shared them with my parents. Please write clearly.

Student’s name: ________________________________________ Period:______

Student’s signature: _________________________________

Parent/Guardian’s name: _______________________________________________

Parent/Guardian contact information: Phone: __________________

E-mail:_________________________________________

Student e-mail: ______________________________________

Email is the best way to get in contact with me. I check it often.

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