English II Syllabus
TEACHER INFORMATION
Name: Mr. Ta Course:
Sophomore English
Location:
Rm. 336 Phone:
323-250-2340 (Google Voice)
Webpage:
mrtaenglish.blogspot.com E-Mail: nlsnta@gmail.com
Office
Hours: By Appointment Huntington
Park High School
INSTRUCTIONAL
GOALS
“Through others, we become ourselves.”
–Lev Vygotsky
We are entering into a
journey of empathy, social justice, and excellence. Through the study of crucial issues and
concepts such as identity, racism, social class, oppression, language, and
culture, we will build comprehensive reading and writing skills and strengthen
our critical thinking, problem-posing, and problem-solving skills. Following a student-centered model, students
will become more autonomous and active participants in their education. We will engage in global and community-based research,
discussions, and texts that will further develop a critical mind and challenge
social and cultural misconceptions. Students will explore and seek innovative
methods of improving the community and themselves.
At the end of this course and
following the Common Core Standards, you will:
- be prepared with the knowledge and experience to
begin improving the well-being of individuals, families, and
working/social environments.
- be analytically skilled to search for and
understand the destructive patterns of institutionalized poverty,
discrimination, and oppression.
- engage in community-based research on social
issues, focusing on issues affecting individuals, families, groups,
organizations and communities in our neighborhood and beyond.
- develop the ability to cite evidence from
informational and literary texts to support analysis of what texts say as
well as inferences drawn from the text.
- be able to analyze the development of complex
characters and themes over the course of a text.
- write argumentative essays, informative and
explanatory text that have some relation to historical events or other
disciplines, and narratives that span from interior monologues of literary/historical
characters or personal journeys.
- engage in thought-provoking collaborative
discussions, projects, and presentations with other classmates, as well as
becoming a community of learners.
- pass the CAHSEE (California High School Exit
Exam).
- show proficiency on state Common Core tests
NEEDS AND RESOURCES
Required
Background
To
successfully complete this course, you must:
- enter the classroom with an open mind, ready to
embrace and respect the different views of other individuals.
- be willing to engage in challenging (and
sometimes uncomfortable) conversations and dialogue that uncovers problems
within our society and ourselves.
- be fearless when writing, reading, and speaking.
Required
Materials
To
successfully complete this course, you will need:
·
Three-ring
binder (1.5 to 2 inches, any color)
·
10
tabbed dividers for the binder.
·
Loose-leaf
notebook paper (paper ripped out of a spiral will not be accepted).
·
2
blue or black pens
·
2
pencils
·
2
red pens
·
Highlighters
(at least three colors)
·
Reading
book of your choice
·
1 box of tissues or hand
sanitizer (optional for extra credit)
***If you have trouble getting any
of these items, please speak to me before or after class.
“There is no greater agony than bearing
an untold story.” – Maya Angelou
POLICIES AND PROCEDURES
General Rules:
My
teaching and classroom environment seek to provide a safe community that allows
students and individuals to express their opinion and analysis; engage in
thought-provoking, problem-posing critical dialogue; and assume autonomous
roles where they will be in charge of their education by following the
community of learners model. For
students to succeed in this classroom, all rules, norms, policies, and
structures must be adhered to. Always be respectful, mindful, and
understanding of others.
Policies
Absences:
If you are absent, check for any class work or homework that was given. Assignments can be found in the ALL
ASSIGNMENTS folder or on the classroom bulletin. Students are in charge of their grades and
assignments. Any re-admits will be left
on Mr. Ta’s desk.
Tardies:
Students will quietly enter the classroom and start on their Writer’s Journal. Students who are excessively late and miss
the Quick Write will have to spend time after class, lunch, or school to finish
the Quick Write.
Food/Drinks:
Water is allowed during class. Food and
other drinks will not be allowed during instruction. If students eat during instruction time, they
will have to stay afterschool to clean the room.
Cell
Phones: Phones will not be allowed—unless instructed. They should be off and put away by the
beginning of class. Students will be given a verbal warning on the first
offense. Phones will be taken away for
the class period after the second offense.
Repeat offenders will need a parent conference.
Late
work/ Make-up work: Late work will be accepted within the timeframe of a unit,
but will be deducted 10-25% depending on the tardiness. Once a unit is over, students may not submit
work from that unit. Make-up work will
not have deductions if there is a valid reason.
Bathroom
use/ leaving the classroom: In accordance with school rules, students are not
allowed to use the restroom during class. Students may use the restroom if they
agree to spend 20 minutes after school to make up for lost time.
Cheating/
Copying: Absolutely no copying for writing assignments (quick writes, reflections,
and compositions). Students will receive
zeros for cheating and copying and must take the time to redo the
assignment. Repeat offenders will need a
conference. If help was needed, students
can come before or after school to get my help.
Talking
during direct instruction: Nonverbal and verbal warnings for first
offense. Students will be moved to
another seat after the second offense.
Students will be moved to another seat, prompted with a private
conference, or apology if problem persists.
Bullying/
Use of oppressive language: Students will receive a stern reminder, tolerance
and empathy reflection assignment, and then a call home if things
progress. We trying to build a safe
environment, SO ANY USE OF HOMOPHOBIC,
SEXIST, RACIST, OR OFFENSIVES WORDS/GESTURES WILL RESULT IN TIMELY AND
EFFECTIVE CONSEQUENCES.
“Darkness cannot
drive out darkness; only light can do that. Hate cannot drive out hate; only love
can do that.” – Martin Luther King, Jr.
Structures
Beginning/
Ending Class: Students will enter and start working on their journal entry by
the time the bell rings. Students will
have their homework on their desks. At the end of class, if the classroom is
clean and all materials have been returned, students are free to go. Students will not start packing or wait by the
door until the bell rings.
Collecting
work: Students will pass their work to the front after we have gone over it. Work that requires a few days to complete
needs to be brought to class everyday to receive a progress stamp. Interactive
Journals will be collected every week.
Distributing
books and materials: Papers are located on the red table near the door. Students will gather papers as they arrive
and will have them by the time they are seated.
Group
Work: Groups will be chosen by the teacher (unless stated otherwise). ***There
will be another sheet with more instructions.
Seating:
Seating will be assigned (first semester).
During spring semester, students will be allowed to choose their own
seats, unless they violate the policies of the classroom.
Keeping
track of assignments: they will be a class bulletin of assignments. students are responsible for keeping their
own log.
Grading: Grades will be posted and updated every two
weeks and listed by birthday.
“We are what we
repeatedly do. Excellence, then, is not
an act, but a habit.” -Aristotle
Grading Policies:
Class assignments, homework,
projects, test, and quizzes will receive points. Points are added at the end of each grading
period to determine the grade. If a
student is uncertain of how they received a particular grade, they should make
arrangements to speak to me to discuss this problem, preferably at the time
the assignment is returned.
Parents/Guardians are encouraged to make arrangements with Mr. Ta for
conferences or contact me via phone or email should they have questions
regarding class assignments, expectations, performance, or general concerns.
Grading Scale:
Students will be expected to
turn in all assignments. This is a
sample list of some of our typical assignments and their point values. More assignments will be added as the year
progresses.
Assignment Point
Value
Interactive Journal (Weekly) 20 Points
Document-Based Question (DBQ) 25 Points
Literature-Based Question
(LBQ) 25 Points
Vocabulary 10
Points
Grammar Packet 10
Points
Quizzes 20
Points
Miscellaneous Assignments 5/10 Points
Final Exams 100 Points
Essays:
Pre-Write 10
Points
First Draft 15
Points
Editing/ Peer Review 15
Points
Final Draft 60
Points
98-100+ %
A+
89-97.9%
A
79-88.9%
B
65-78.9%
C
0-64.9%
F
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