Scripps Ranch High School

Point Loma High School English 3-4 English Language Arts Support

Contact Information: Required Materials: Ms. Danielle Love  Literature Textbook (keep at home for Voicemail: 619-223-3121 X 4451 assignments) Email: [email protected]  Various short stories, class novels, Room 451 essays, and the article of the week via Website: 9thenglish.blogspot.com Newsela (Mrs. Roberts website used in their General  Writing Utensil Education English 1-2 Classroom)  Planner  Independent Reading Book (students are required to read TWO books per grading period) Course Content:

English 1-2 English Language Arts Support is an elective credit course designed for students with IEP’s who are concurrently enrolled in a General Education English 1-2 Language Arts class. This course is aligned with the same content based on the 9th Grade English-Language Arts Common Core Standards for California. Students are provided an extra hour of support in a small group instructional environment to review learned material, study for tests, complete un-finished class and homework assignments, and receive additional supports needed for students to be successful in their General Education English 1-2 Language Arts class. In this course students will learn to work independently and in groups in order to analyze and infer information from text, refine their writing and use of language to communicate to a variety of audiences. The course also emphasizes communication skills both orally and through the use of new forms of digital literacy.

First Semester: Second Semester: Memoir Comparative Analysis Reading the Novel Argumentation and Analysis Expository Reading and Writing Expository Research and Writing

Goals for Classroom Goals:

 read for pleasure  read actively to understand, explain and analyze complex texts  appreciate the writer’s craft and explain, interpret and analyze the significance of a writer’s use of rhetorical techniques;  write about literature in a variety of forms, including expository, analytical and argumentative essays;  produce creative writing and visual interpretations to understand, explain, interpret and/or analyze various pieces of literature;  exhibit elements of stylistic maturity in their own writing, including: sophisticated vocabulary; a variety of sentence structures; logical organization; balance of generalization and specific detail; and effective use of rhetorical devices.  understand and employ the steps in process writing (pre-writing, drafting, revising, rewriting, editing, final draft) in their own writing;

In addition to following all PLHS policies, students are expected to:  Arrive on time  Be prepared to learn with required materials  Respect yourself and others (no food, hats, or electronic devices turned on)  Uphold the Academic Honesty Policy  Be ready to contribute to classroom discussions and activities

Expected Student Learning Results (ESLRs):

Complex Thinkers: Students analyze the use of vocabulary in reading and writing as well as compare literature and expository writing to real world situations.

Effective Communicators: Students write in a variety of formats and for a variety of purposes as well as write and present speeches and project presentations.

Responsible Self-Directed Learners and Workers: Students learn to use a planner, adhere to due dates for assignments as given by teacher in their general education classroom and those dates designated by group projects.

Involved Citizens: Students will most directly be involved in the creation of a safe classroom environment. They will be encouraged to reflect and act upon various topics of social justice.

Healthy Lifestyle Advocates: Respectful behavior toward others and oneself is the foundation of our course; the classroom will be a positive environment where the ideas of others are valued. Grades: Assessments and Assignments: Students will be expected to:

 Engage in short term and long term research projects and writing assignments  Read assigned whole class readings.  Read two books per grading period independently. Books may be self-selected, but choosing teacher recommended books or other high quality literature will positively affect book review grades. Write a review of each book in Goodreads. (Due three days before the end of each six week grading period.)  Participate in class discussions and activities  Take required assessments both written and multiple choice  Complete supplementary assignments as they are announced  Grading is based upon proficiency with common core standards as approximated by a weighted cumulative point system each semester. Demonstrating proficiency and/or mastery of skills and knowledge required by the standards on a variety of assignments and assessments is key, but preparation, progress and assignment completion may also impact a student’s final grade.

Assignment Categories: Grading scale:  Reading = 30% 100-90% = A  Writing = 50% 89-80% = B  Speaking & Listening = 10% 79-70% = C 69-60% = D  Progress = 10% 59% and below = F

 English Journals will be checked for warm-ups, quick-writes, and other various writing assignments daily. Students are expected to finish their English journal in this class if they do not finish in their General Education classroom.

 Assignments are posted on 9thenglish.blogspot.com and grades are regularly updated and available online through PowerSchool. If a student misses school, they are responsible for checking Mrs. Roberts website and catching up on what they missed.

 Citizenship grades are based on the PLHS Citizenship Grade rubric and a student’s active contribution to a positive learning environment.

 Plagiarism: This is a serious offense and will not be tolerated. No credit will be given for the assignment; parent and counselor will be contacted. (See p. 6-7 of planner)

Late Work:

Make-ups due to absences, and additional time for assignments and assessments will be made within an agreed upon time frame and location based on accommodations listed in the student’s IEP. Please be sure to communicate with me if problems occur.

Absences: If you have an absence from class, it is your responsibility and your parent’s responsibility to clear your absence. You can access missed information online and information will also be provided through this support class. However, students will not be able to make-up work missed due to a Truancy. Unexcused absences will affect citizenship and academic grades.

Communication

If you have any problems or questions throughout the year, do not hesitate to discuss them with me.  Tutoring: After school, by appointment (available most days) or during Advisory.

 E-mail/Phone - I will respond within twenty-four hours.