Senior English Syllabus
Leadership Public Schools San Jose
Ms. Gzesh
Description of
Course:
SpringBoard Senior English
capitalizes on the confidences and expertise students have gained as
interpreters and analyzers of texts by introducing them to multiple lenses
through which to view text. Students are asked to broaden their
understanding and their interpretive skills by thinking deeply about themes and
ideas from multiple perspectives. Using Historical, Cultural, Feminist,
Marxist, and Archetypal Criticism, students learn to view texts through some of
the filters that result in multiple interpretations of the same text or media
story. Students apply the theories of criticism to their own reading and
to interpretation of both fiction and nonfiction texts. This course will help
you prepare for college and the rigors of the work environment. Even if you are
not interested in a four year college, this class will help you become a more
critical reader and more developed writer. (From Annotated Teacher Edition
SpringBoard xxv)
Units of
Instruction:
We will deepen our understanding of our central questions
through four related units of study, each driven by more focused questions that
will help us explore the theme of identity from a new angle. These units are as
follows:
Unit
1: Perception is Everything
|
Essential Questions:
1.
How do writers and artists organize or construct text
to convey meaning?
2.
What does it mean to be a stranger in a village?
|
Major Assessments:
1. Writing a
reflective essay
|
Unit 2: The Collective
Perspective
|
Essential Questions:
1.
How does applying a critical perspective affect an understanding
of a text?
2.
How does a new understanding of a text gained through
interpretation help or hinder your enjoyment of it?
|
Major Assessments:
1. Illuminating
Pygmalion
2. Applying a
critical perspective
|
Unit 3: Evolving Perspectives
|
Essential Questions:
1.
How can a dramatic performance reflect a critical
perspective?
2.
What role does literature play in the examination of
recurring societal issues?
|
Major Assessments:
1. Writing a
Literary Analysis Essay
|
Unit 4: Multiple Perspectives
|
Essential Questions:
1.
How can an examination of text through multiple
perspectives affect understanding?
2.
How do media production elements shape a message?
|
Major Assessments:
1. Presenting a literary work through multiple critical
perspectives
|
In addition to the grade-level required reading and writing,
students will be provided opportunities to read books of their own choice and
design projects on desired topics.
Literature
Circles:
In literature circles, small
groups of students discussing a piece of literature of your choosing or as a
whole group reading. The discussion is guided by your response to what you have
read. You will be responsible to collaborate with your group members in a
variety of roles assigned during your group. Additionally, there will be
an end of the year project associated with one text or multiple texts from your
reading.
Reading Selections for
Literature Circles (This is not an all inclusive list)
William Faulkner- As I Lay Dying
Erik Larson - Devil in the
White City
Kurt Vonnegut - Slaughterhouse-Five
Khaled Hosseini - A Thousand
Splendid Suns
Toni Morrison - The Bluest
Eye and Beloved
Laura
Esquivel - Like Water For Chocolate
Jhumpa Lahiri - Funny in Farsi
Junot Diaz - The Brief and Wondrous Life of Oscar Wao
|
Materials:
Each day, you are responsible for having:
- Binder
(1 ½ inch)
- 5 labeled
section dividers for your binder
- College-ruled
white paper/spiral notebook
- Pens/Pencils/Eraser
(blue or black pens ONLY)
- Your SpringBoard Student Edition (SB SE)
- Reading
Materials (anthology, novel, play, whatever we are reading as a class)
7. English Take-Home Folder
English Binder
Organization:
You will need your English binder for every English class,
and will pick this up on your way in the door every day BEFORE the bell rings. Your
binder should be clearly marked with your first and last name, your English
class block, and your teacher’s name, and will be organized in the following
order (the bolded words are what
should appear on the divider tabs):
Front of Binder: Signed
Syllabus
Section 1: Unit
Handouts (Launches, Exit Tickets, Class Handouts, HW)
Section 2: Writing
Assignments
Section 3: Vocabulary
Section 4: Grammar
& Usage (all grammar handouts, tests, quizzes)
Section 5: Quizzes,
Tests, Unit Study Guides, Test Prep
Organization is a key skill for success. Therefore, your
binder will be checked and graded
for proper organization. Binder checks may occur at any time, so be prepared.
Grading:
Grading in all academic classes at LPS San Jose is based on
mastery of content standards and recorded on several different scales,
represented below.
|
Name and Significance of Grade
|
Percentage Score
|
Letter Grade Equivalent
|
|
Advanced (Above
Grade Level)
|
90-100%
|
A-/A/A+
|
|
Proficient (Solid Grasp of Grade-Level Material)
|
80-89%
|
B-/B/B+
|
|
Basic (Minimal Requirement for Passing)
|
70-79%
|
C-/C/C+
|
|
Below Basic (Below Grade Level)
|
60-69%
|
D-/D/D+
|
|
Far Below Basic (Far Below Grade Level)
|
0-59%
|
F
|
In order to graduate
from LPS San Jose, and for this class to count for college, students must
perform at a Basic/70%/C- level or better.
Academic Grades:
Students’ academic grade for this class will be based on
their mastery of the seven clusters of standards identified by the state of
California. Clusters are weighted
according to their importance, as identified by the state board of education.
|
Standard
Cluster
|
Explanation
|
Percentage
of Overall Grade
|
|
Word
Analysis
|
Understanding of vocabulary
terms, parts of speech, and word origins/derivations.
|
10%
|
|
Reading
Comprehension
|
Understanding of structure,
format, and organization of texts, and ability to determine an argument’s credibility.
|
10%
|
|
Literary
Response / Analysis
|
Understanding of literary
devices (e.g. foreshadowing, plot, characterization) and their effects.
|
15%
|
|
Writing
Strategies
|
Ability to write
well-organized and clearly supported arguments.
|
20%
|
|
Written and
Oral Language Conventions
|
Proper use of English
grammar and mechanics of
writing.
|
5%
|
|
Listening
and Speaking
|
Students’ ability to discuss complex ideas. Mostly
assessed through Socratic Seminars.
|
10%
|
|
Homework
& Organization
|
Graded nightly assignments and binder organization
|
10%
|
|
Final
Assessments
|
Will include comprehensive
final exam and portfolio of
best essays from the year.
|
20%
|
Cheating &
Plagiarism:
Cheating and/or plagiarism (copying) will result in zeros
for everyone involved, a comment in PowerSchool, parent contact, and an email
to Principal Pacheco. Cheaters will be added to the LPS San Jose database, and
any incidences of cheating will become part of your high school academic record
and will greatly affect your chance of getting accepted to the college of your
choice. The following actions are considered instances of cheating:
1. Talking
during tests and/or quizzes or discussing test or quiz materials with students from other blocks and sharing answers.
2. Using
notes when not allowed during tests/quizzes.
3. Copying
assignments or allowing your work to be
copied.
4. Using other people’s ideas or
words without giving them credit in the proper way.
Let’s have a great
year together. It depends on students,
parents, and teachers to make this year memorable and successful.
By signing below, you
indicate that you have read and understand the information on this syllabus and
agree to give your best effort in this class.
Student’s Name (print) ___________________________________________________________
Guardian’s Name (print) _________________________________________________________
Student’s Signature_______________________________________Date:
__________________
Guardian’s Signature______________________________________Date:
__________________
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