Draft 0.2 English 10 A Syllabus Summer 2014 (Subject to
Revision/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.
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Course Objectives
In this course, students will know and be able to:
1.
Use scaffolding strategies to make meaning of text.
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.
4.
Defend a position using appropriate evidence.
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.
Write persuasive compositions; write on-demand essays.
13.
Deliver persuasive arguments presentations.
14.
Prepare for California State Standardized assessments, including the
California High School Exit Exam and the California Standards Test.
15.
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
o 0-69 F
o 70-79 C
o 80-89 B
o 90-100 A
·
Weighting
o Class
Contribution (participation,
discussions, assigned reading) 20%
o Assessments
(Unit Quizzes, Exams, Midterm, Projects) 30%
o Essays (Take
home, timed, revisions) 35%
o Assignments
(class work, home work, mini-projects) 15 %
·
Needed materials/text
o Elements of
Literature Fourth Course (EOL)
o Perspectives
in Multicultural Literature (PML)
o Pencils,
pencil sharpener, eraser, red pens, blue pens
o USB drive if
student is not using Google docs
·
COURSE SYLLABUS (Complete Standards
Sets posted on Class Website)
The Persuasion and Information unit identifies and
groups key skills and concepts in the area of persuasion. Students will read a rich selection of texts to analyze those that employ
proposition and support patterns. They will also 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. Through the examination of the works of others,
students will develop their own persuasive arguments, both orally and in writing, that structure ideas and arguments
in a sustained logical manner, use specific rhetorical devices to support assertions (appeals -ethos, pathos, logos), anecdotes, case studies, and analogies),
clarify and defend positions with precise and relevant
evidence (facts, expert opinions, quotations, expressions of commonly accepted
beliefs, and logical reasoning), and address
readers' concerns, counterclaims, biases, and expectations. Students will
engage in academic conversations
and discussions to enhance their learning. As they develop their understanding
of persuasion, students will consider
guiding ideas such as what elements make persuasive argument compelling, how an
author's use of evidence supports an assertion and
persuades his/her audience, and what methods are used by an author to build an argument.
Week 1 Persuading
Through Personal Narrative / Evaluate
an argument
Review
How to Annotate a Text; Cornell Notes
Narrative Parts of a Plot (Setting, Rising Action Events,
Climax/Turning Point, Falling Action Events, Resolution).
Evaluating Arguments Pro/Con pp. 4-5 PML
Ethos,
pathos, logos
Review
Connotation p. 68 EOL
Loaded words, Red
Herrings,
Writers Workshop pp. 85-89 EOL
Writing A Persuasive Essay Pp. 15 PML
Close
Reading/ Annotation of Everyday Use Alice Walker
Interview with Alice Walker pp. 73 PML
Superman and Me Sherman Alexie pp. 130-140 PML
Theme for English B Langston Hughes pp. 141-146
Essay: Write a 500-word personal Narrative
Essay to support your opinion on an issue.
State
your opinion clearly and support it with reasons and evidence. Also use your “writer’s toolkit” and
utilize emotional appeals, anecdotes, loaded words, sensory images, and
figurative language to win readers’ hearts. 6/19
Key
Questions: Does the Evidence relate to the claim? Does the Evidence make sense?
Is
there enough evidence to prove the generalization? Does the evidence address
all aspects of the claim and anticipate the counterarguments?
Week 2 Symbols, Irony
and Satire, Literature and Statistics
The
Might of the Word EOL pp. 194-5
Symbols Signs of Something More pp.
306 EOL
Where Have You Gone Charming Billy EOL 196-200
The Wars Escalates/Dear Folks/ from the Declaration of
Independence from the War in Vietnam/ PML pp. 24
Essay:
Timed In Class Compare and Contrast Essay 6/27
Midterm:
Academic Language and textual analysis of a short persuasive article
6/26
Week 3 Analyzing
and Evaluating Speeches
Analyze Historically Significant
Speeches
Read and Annotate Analyzing and Evaluating Speeches Pp.
36-39 PML
Read and Annotate:
Ain’t
I a Woman pp. 40-44 PML
Declaration of
the Right’s of Women pp. 45-46 PML
I’ve been to The
Mountaintop Dr. Martin
Luther King pp. 47-52
What the Future Holds for Farm Workers and Hispanics pp. 53-59
Use of turnitin.com for essays and essay revision
Use of Google docs
Essay: Analyze and Evaluate Caesar Chavez’s
Speech to the Commonwealth Club: What the Future Holds for Farm Workers and
Hispanics” using Chart on pp. 39 PML as your step-by-step model. 7/3
Week 4 Expository/Informational
Writing: The Research Paper
Expository Writing pp. 448-453 EOL
Synthesizing Sources, drawing
Conclusions pp. 66 PML
Analyzing Problems and Solutions pp.
96-102
Choosing A Topic
Plagiarism, MLA format Citations,
Works Cited List
Developing a Main Idea, Finding
support for idea
Working Thesis, Transitions words,
Transitions to create coherence.
Final Essay: Type 1500-word Research Paper due to
turnitin.com on Monday, July 7th
Week 5 Expository/Informational
Writing: The Research Paper
Revision of a
Research Paper
Elements of a Constructive Peer Review (What is the
thesis? What research question does the paper answer? What evidence supports
the main point? What direct quotations are the most useful? What emotional appeals are used? What English Language Conventions need attention? What choices are there to improve
diction? How is the thesis restated? What close thought is the reader left to
ponder?)
Writing a Reflection
Revised Essay
Due: July 10th
·
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
·
Extended
Summer Learning Opportunities
o Free
Passes to LACMA NexGen offers free
general admission to anyone 17 and under as well as one accompanying adult.
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