Draft 0.2 English 10 B Syllabus Summer 2014
(Subject to Change)
·
Course Description
Students will read and analyze
persuasive texts, with a focus on the
credibility of an author's argument, the relationship between generalizations
and evidence, the comprehensiveness of evidence, the way in which the author's intent affects the structure and tone of the text, and extend ideas
through original analysis, evaluation, and elaboration. Students will generate relevant questions about readings
on issues and engage in research. Students
will also write 1500-word persuasive and expository essays and
deliver persuasive presentations.
·
Objectives: In this
course, students will know and be able to:
2.
Use speaking and listening to strengthen comprehension. Speak
in complete sentences. Use
appropriate academic language.
Apply Active listening.
3. Analyze, evaluate, and elaborate on
informational and literary texts. Annotate.
4. Defend a position using appropriate
evidence. Back It Up! (BIU).
5. Engage in StepBacks and reflections to reflect on the subject matter content
and learning processes.
6. Use the writing process for multiple
purposes, including on-demand writing tasks.
7. Engage in research and individual inquiry to locate, analyze, and
evaluate information.
8. Develop a grade-appropriate academic
vocabulary, including the connotation and denotation of words.
9. Extend the ideas presented in primary or secondary sources through
original analysis, evaluation, and elaboration.
10.
Evaluate the credibility of an
author's argument or
defense of a claim by critiquing the relationship between generalizations and evidence, the
comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of
the text.
11.
Synthesize the content from several
sources or works by a
single author dealing with a single issue; paraphrase the ideas and connect
them to other sources and related topics.
12.
Compare works that express a
universal theme and provide evidence to support the ideas expressed in each work.
13.
Write expository compositions and
responses to literature; write on-demand essays.
14.
Deliver expository presentations and oral responses to literature.
15.
Prepare for California State Standardized assessments, including the
California High School Exit Exam and Smarter Balanced Common Core Tests.
16.
Revise writing to improve the logic and coherence of the organization and
controlling perspective, the precision of word choice, and the tone by taking into consideration the
audience, purpose, and formality of the content.
Grading scale
0-69 F
70-79
C
80-89
B
90-100
A
Weighting
Class
Contribution (participation, discussions, assigned reading)
20%
Assessments
(Unit Quizzes, Exams, Midterm,
Projects) 30%
Essays (Take home, timed, revisions) 35%
Assignments
(class work, home work,
mini-projects) 15
%
Needed materials/text
o Elements
of Literature Fourth Course (EOL)
o Perspectives
in Multicultural Literature (PML)
In
Box
o
CARRDS Test.doc
o
Presentation Rubric.doc
o Schleissinger DVD notes.doc
o Pencils,
pencil sharpener, eraser, red pens, blue pens
o USB
drive if student is not using Google docs
Syllabus
Students will read varied models of expository texts for specific purposes and will
analyze, distinguish, synthesize, create, and extend ideas that are presented in those
texts. They will synthesize the content from several sources from a single
author dealing with a
single subject. Students will paraphrase ideas and connect them to other
sources and related topics to demonstrate comprehension. They will also extend ideas through original
analysis, evaluation, and elaboration. Students will also be expected to write expository
compositions and deliver expository presentations that marshal evidence in support of a thesis and
related claims, convey information and ideas from primary and secondary
sources, and make distinctions between the
relative value and significance of specific data, facts, and ideas. To write effective expository compositions, students
will engage in research, marshal evidence, and utilize appropriate forms of
evidence and citation
formats. These expository compositions and presentations also need to include
visual aids, technical terms, and notations, as well as anticipate readers' potential
misunderstandings, biases, and expectations. Students will consider guiding ideas such as what are the elements of an effective analysis, how an author's use of evidence from multiple sources
supports a thesis, and what methods are used by an author to analyze,
interpret, and evaluate information.
Week 1 Review of Synthesizing Sources and Drawing Conclusions p. 66 PML
Allusions
pp. 104
Universal
themes
Read
Straw Into Gold Sandra Cisneros pp. 105-110
Learning
to Read and Write by Frederick Douglass pp. 111-120
The Autobiography of Malcolm X pp.
121-129
Reading/Analyzing
An Informational Text: KEY
IDEAS AND DETAILS
§
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn
from the text.
§ Analyze and explain changes in spatial patterns as a result of
the interactions among human and physical processes through time.
§ Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
§ Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
§ Cultural Diffusion and Change
· Identify and explain examples of
cultural convergence.
· Identify and explain examples of
cultural divergence.
§ Analyze and explain the connections between sequences of
historical events and the geographic contexts in which they occurred. Sense of Place.
Essay #1: Write a 600-word Essay. Compare and Contrast “ Learning to Read and Write” by
Frederick Douglass and the excerpt from “The Autobiography of Malcolm X”
Remember to use transition phrases when arguing
in Academic Language. 6/ 19
• A
reasonable person might expect …
• According
to____, the problem …
• While
recognizing___________, it remains the case …
• Another
way of looking at this issue is …
• While
some people____________, others …
• When
considered from this perspective …
• Upon
reexamination, ….
• Unlike____________,
I hold that …
• On the
one hand______________, while on the other …
• Though
others may feel differently, clearly …
Week 2 Expository Writing: Analyzing A Character EOL p .164
Character Traits in Fiction and Non-Fiction
Narratives pp. 132 and pp. 144 EOL
The First Seven years Bernard Malamud
pp. 119-129 EOL
Distillation
Hugo Martinez Serros pp. 132-140 EOL
Powder Tobias Wolf pp. 140-1 EOL
Julius
Caesar Act III pp. 831-835 Funeral Oration Speeches
Essay #2: Analyze a Character from the
suggested list. Choose a
character. Gather Biographical and historical information. In your character analysis be sure that
you answer the following: Does the
writer show or tell? What’s the
personality (flat, stock, well-rounded/complex)? What is the character’s role? Does the character
change over time (static or dynamic)?
What motivates the character? 6/ 26
Week 3 Essays and History
Into Thin Air Jon Krakauer pp. 418-430
EOL
The Man in the Water Roger Rosenblatt pp. 471-476 EOL
Presentation of Whales Barry
Lopez pp. 433-444 EOL
Screening: The Cove
Man is the Lowest Animal Mark Twain EOL
Media Literacy
Midterm Exam: Academic Language of Exposition and Argument
Timed In class Essay: Evaluate the types of information in the selected
article. Identify the Appeals. Identify the type of emotional appeal
(loaded words, glittering generalities, bandwagon, and testimonial). Identify
the Logical Fallacies (hasty generalization, name-calling, either/or, false
cause and effect, red herring).
7/3
Week 4 The Informational Science Paper
Review
pp. 448-451 EOL
Review
Persuasion See It My Way pp, 468-469 PML
How
to Choose a Topic
Writing
the Abstract/ Rhetorical Précis
The role
of the Introduction
Materials
and Methods
Conducting
An Interview
Results
Discussion
Supporting
Evidence (charts, graphs)
Conclusion
Essay #3 1500 Word Informational/Expository Paper on a Science or
Technology Topic: Communicate and defend a scientific argument. Marshal evidence in support of a thesis
and related claims, including
information on all relevant
perspectives. Convey information and ideas from primary and
secondary sources accurately and coherently. Make distinctions
between the relative values of sources. Include
visual aids by employing appropriate technology
to organize and record on charts, maps, and graphs. Anticipate and
address readers' potential misunderstandings,
biases, and expectations. 7/10
Week 5 Informational Presentation
Skills
Students
will create a poster board, PowerPoint, or Précis
based on their paper. Timed 5 minute presentations with
Q and A will be scheduled for 7/15.
The TED Talk Model
·
Classroom rules and
expectations
Students are expected to follow all classroom rules and procedures
at all time. These include the following rules:
1) Follow directions the first time they are given.
2) Be in classroom
& seated when the bell rings.
3) Keep hands, feet, and objects to yourself.
4) Use appropriate
language; no put-downs, teasing, or other inappropriate words.
5) Students are expected to bring
all assignments and documents back by the due date and turn it in to the front
of the classroom at the beginning of class. NO LATE WORK ACCEPTED.
·
10th Grade Common Core State Standards are available
online. See attached for 10th grade Persuasive Unit standards.
·
Schoolwide Learner
Outcomes (SLOs) See Poster
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10B.
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