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ENGLISH LANGUAGE ARTS IIICCSS-Based Curriculum

Fall 2014 Syllabus

ENGLISH DEPARTMENT DOMINGUEZ HIGH SCHOOLEnglish Language Arts 15301 S San Jose Ave., Compton, CA 90221

Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω *******************************************************************************************Welcome ELA III Scholars !!!

I am looking forward to working with each of you as we embark on this journey together. Please feel free to contact me anytime with questions about the course and the assignments described in this syllabus. I will generally return e-mail messages within 24 hours. Communication between Students and Instructors is paramount to the overall quality of a course.

Assessing the individual needs of a student will make the difference between a mediocre and successful experience, therefore each Teacher at Dominguez High School has a unique and personal instruction style that focuses on increasing Student knowledge. As a critical pedagogue, I try to foster an open learning environment that leads to problem solutions through informed and conscientious inquiry and critical dialogue as opposed to banking method of teaching. My goal is to show students the many different possibilities available through research and study while providing my own professional insight. It is my sincere desire to assist you in rising to the rigorous challenge presented by this course.

INSTRUCTOR CONTACT INFORMATIONPlease contact me with any questions, concerns, or comments you have about the class. I

am also happy to provide additional clarification of any assignment, so please do not hesitate to ask questions.

Additionally, if you are unable to participate in class discussion during a particular day, or are unable to meet a deadline, I require that you contact me in advance to discuss this matter. You may reach me via email at: [email protected], [email protected] or [email protected].

I check this account daily at 11:00 p.m. and will do my best to respond to you within 24 hours. I typically check my e-mailbox in the evenings, so please be aware that if you post or upload an assignment in the morning, I will not view it until later that day.

F-7 TEACHER’S MISSION STATEMENTGrade 11 ELA

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Our mission is to help students become proficient readers and critical thinkers because a thorough, thoughtful reader and critical thinker will enjoy success in any discipline. The foundation of Dominguez High School’s English Department is a team of educators who bring expertise, energy, and deep commitment to each course, to each student. Knowing the text-based challenges awaiting students in college and the workplace and using critical pedagogy as opposed to the banking-method of teaching, I offer a varied, balanced, rigorous curriculum to strengthen all levels of thinking.

COURSE DESCRIPTION11th Grade ENGLISH LANGUAGE ARTS course provides students with

opportunities to learn to read, write, speak, listen, and use language effectively in a variety of content areas. Specifically, grade-specific CCSSs promote the literacy skills and concepts required for college and career readiness in multiple disciplines, and this course provides instruction in strategies necessary for college level reading, writing, and speaking with emphasis on the application of comprehension, vocabulary, and critical reading skills as well as the production of sophisticated, academic, and technical writing assignments. This class is designed to help students gain efficiency with the challenges of college reading and writing. Moreover, students will understand and appreciate the integral part all forms of reading must play in their lives in high school, college, and beyond.

OUTCOMES

Upon completion of the course, students should be able to:

1. Select appropriate vocabulary strategies to deduce the meaning of unfamiliar words in texts at college’s proficiency level;

2. Demonstrate the ability to differentiate between generic and specific ideas in order to determine the author’s stated/explicit or implied/implicit main idea/assertion/claim/or argument (literal and inferential comprehension) in text at college’s proficiency level;

3. Produce various genres that reflect sophistication, mastery, versatility, and competencies in the use of the language;

4. Use technology in the retrieval of credible information, production of research papers, and presentation of new knowledge to a larger audience;

5. Model the unique qualities of critical consumers of information; and6. Exhibit their gained educational and cultural capital.

Students will achieve these outcomes by:

A. Expressing the interrelationship of words, sentences, and paragraphs;B. Examining literal, inferential, and affective levels of comprehension in college-

level text;C. Determining the meanings of unknown words using context clues, word

structure, and the dictionary;D. Questioning the text in order to evaluate the main idea and supporting details or

evidence;

Tacapan Grade 11 CCSS-Based ELA Syllabus

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E. Differentiating the purposes for reading and adapting reading techniques accordingly; and

F. Analyzing various rhetorical elements in order to evaluate and critique the overall rhetorical situation.

Tacapan Grade 11 CCSS-Based ELA Syllabus

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College and Career Readiness Anchor Standards for Reading

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS.ELA-Literacy.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-Literacy.CCRA.R.3Analyze how and why individuals, events, or ideas develop and interact over the course of a text.Craft and Structure:CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCSS.ELA-Literacy.CCRA.R.5Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.CCSS.ELA-Literacy.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas:CCSS.ELA-Literacy.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text

College and Career Readiness Anchor Standards for Writing

Text Types and PurposesCCSS.ELA-Literacy.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.CCRA.W.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing:CCSS.ELA-Literacy.CCRA.W.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.W.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCSS.ELA-Literacy.CCRA.W.6Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge:CCSS.ELA-Literacy.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.CCSS.ELA-Literacy.CCRA.W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCSS.ELA-Literacy.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing:CCSS.ELA-Literacy.CCRA.W.10

Tacapan Grade 11 CCSS-Based ELA Syllabus

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Complexity:CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Language

Conventions of Standard EnglishCCSS.ELA-Literacy.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.CCRA.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of LanguageCCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and UseCCSS.ELA-Literacy.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.CCSS.ELA-Literacy.CCRA.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and CollaborationCCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.CCSS.ELA-Literacy.CCRA.SL.6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Tacapan Grade 11 CCSS-Based ELA Syllabus

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encountering an unknown term important to comprehension or expression.

Reading: LITERATURE

Key Ideas and DetailsCCSS.ELA-Literacy.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RL.11-12.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.3Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Reading: INFORMATIONAL TEXT

Key Ideas and DetailsCCSS.ELA-Literacy.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.CCSS.ELA-Literacy.RI.11-12.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and StructureCCSS.ELA-Literacy.RI.11-12.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

Tacapan Grade 11 CCSS-Based ELA Syllabus

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Craft and StructureCCSS.ELA-Literacy.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-Literacy.RL.11-12.5Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.CCSS.ELA-Literacy.RL.11-12.6Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.11-12.7Analyze multiple interpretations of a story,

meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).CCSS.ELA-Literacy.RI.11-12.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.CCSS.ELA-Literacy.RI.11-12.6Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.CCSS.ELA-Literacy.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).CCSS.ELA-Literacy.RI.11-12.9

Tacapan Grade 11 CCSS-Based ELA Syllabus

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drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)CCSS.ELA-Literacy.RL.11-12.8(RL.11-12.8 not applicable to literature)CCSS.ELA-Literacy.RL.11-12.9Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.11-12.10By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.11-12.10By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

SUGGESTED TEXTS

Bean, John C., Virginia A. Chappell, and Alice M. Gillam. Reading Rhetorically, 2nd ed. New York: Pearson, 2007. Print.

Elder, Janet. Exercise Your College Reading Skills: Developing More Powerful Comprehension. 2nd ed. New York: McGraw-Hill, 2008. Print.

Tacapan Grade 11 CCSS-Based ELA Syllabus

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Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing, 3rd ed. New York: Norton, 2014. Print.

Johnson-Sheehan, Richard, and Charles Paine. Writing Today, Custom 2nd ed. Upper Saddle River: Pearson, 2013. Print.

Jolliffe, David, and Hephzibah Roskelly. Writing America: Language and Composition in Context. AP ed. Boston: Pearson, 2014. Print.

Shea, Renee H., Lawrence Scanlon, and Robin Dissin Aufes. The Language of Composition: Reading Writing Rhetoric, 2nd ed. Boston: Bedford/St. Martin’s, 2013. Print.

Wood, Nancy V. Perspectives on Argument, Custom 7th ed. Upper Saddle River: Pearson, 2012. Print.

REQUIRED MATERIALSBINDER CHECK-OFF SHEET

Required Contents Good quality 3-ring binder—2", 2.", or 3" with pocket inserts Colored tab subject dividers to separate classes, including READ 82 Zipper pouch to store supplies (A 3-hole-punched, heavy-duty, re-

sealable plastic bag will also work.) 2 or more pens 2 or more pencils Notebook paper (Some notebook paper is now available in Cornell

note style.) Agenda/daily planner/calendar Learning logs 81/2 X 11 Examination GREEN Books (at least 3; available in the

College Bookstore) scantrons (Form 882- ES) Composition Book Required Readings (fiction or non-fiction) - TBA

Suggested Contents 1–2 zipper pouches (for supplies) 1 or more colored highlighter pens Notebook dictionary and/or thesaurus Six-inch ruler Tips on note-taking and test-taking skills/ other strategy sheets Samples of note-taking in specific subject areas

Binder Organization (Order of Materials) Zipper pouch with supplies

Tacapan Grade 11 CCSS-Based ELA Syllabus

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Agenda/daily planner/calendar Notebook paper Divider for each class

Divider Organization (Behind Each Divider) Cornell notes or other pieces of evidence that you take down notes Handouts/worksheets/classwork Tests/quizzes Returned assignments

INSTRUCTOR BIOGRAPHYJohn Tacapan has taught courses in Effective Writing, Technical Writing, Police Report

Writing, Speech and Oral Communications, Argumentation and Debate, World Literature, Developmental Reading, Phonology, and Teaching English as a Second Language. Prior to his teaching job here in the U.S., Mr. Tacapan had taught at St. Paul School of Barotac Nuevo and the University of Iloilo in the Philippines.

Presently, Mr. Tacapan teaches AP English Language and Composition, AVID, and English III courses at Dominguez High School. Moreover, he is also an Adjunct Instructor of Composition, Written Analysis, and Professional Communications at ITT Technical Institute, Orange Campus and an Assistant Professor in the Graduate School at Westcliff University. He holds a Reading Program Certificate from UCLA, a Clear Cross-Cultural Language and Academic Development Certificate, and a California Professional Clear Single Subject (English) Teaching Credential. He also holds B.S.E. (English) – Cum Laude, M.Ed. (ESL) and M.A.Ed. (SCA option in International Ed.) degrees from WVSU, UPV, and CSULB, respectively. He also completed the academic requirements at the U.I. leading to the M.A. (TESL) degree.

Mr. Tacapan has been teaching since 1993; he is a member of Pi Lambda Theta and Phi Kappa Phi.

PLAGIARISMWhat Is It?

The deliberate copying of written work of any length that has been published in books, in journals and magazines, and on the internet without giving full credit to the original author for their contribution with a proper citation.

Why Should It Be Taken Seriously?

Tacapan Grade 11 CCSS-Based ELA Syllabus

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It is considered unethical, a violation of university rules, and it is against U.S. copyright law. In America and many parts of the civilized world, it is regarded as a serious offense and violators will often automatically fail the course. Some universities demand that the student be expelled.

How Does Plagiarism Affect A Student's Work?Each written paper is required to be your own work. Teachers and professors want to hear

your own voice. The voice of published scholars (or other authorities) should be used only to support your opinion. Plagiarism can also cause obvious inconsistencies in your work. Each published author attempts to create work that varies in vocabulary and sentence structure. Therefore, if you copy from a variety of sources, each will read differently. This is particularly bad when the copied material comes from both formal and informal, American and British English sources.

What Is The Punishment For Plagiarism?Due to the seriousness of plagiarism, it will not be tolerated. If you hand in a paper that

appears to contain plagiarism, you will be asked to rewrite the paper. If the second version of the paper still contains plagiarism, you will not receive any credit for the paper.

All faculty have the option to submit assignments to check for plagiarism. Disciplinary action will be taken by the instructor for plagiarism. Please accept all instructor’s comments for areas of improvement and as a learning experience. Do not hesitate to contact me for guidance and support.

CODE OF CONDUCTThe code of conduct provides a guideline for professional behavior by students and

faculty at Dominguez High School. DHS is committed to creating an environment in which every individual can work and study in a culture of mutual respect.

When making individual decisions, we must keep in mind the interests of the many other stakeholders. Consistent with the general goal of mutual respect, faculty, students, and staff are reminded to demonstrate:

Honesty and Good FaithUnderlying all the interactions and transactions of the School is the assumption that all of

its members act in good faith and be open with each other. For example, students must be able to assume that they can take faculty, staff, and administration at their word and vice versa. If questions about honest communications and good faith arise within the community or among some of its members, the general issue must be discussed in a straightforward, civil, diplomatic, and open manner. Individual cases involving alleged infractions are properly handled under conditions that respect confidentiality. Penalties for proven infractions of the college's standards are dealt with promptly and fairly.

Respect

Tacapan Grade 11 CCSS-Based ELA Syllabus

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You should act respectfully toward all class participants and the Instructor. Upholding these expectations and the standards upon which they are based is a shared right and responsibility for all faculty, students, and personnel at Dominguez High School. As a learning and professional community, we seek and deserve no less.

ATTENDING COURSE(S) EACH MEETINGEach class benefits from the participation of all students. Your grade for participation will

be affected if you do not read the material, respond to the discussion in class, and complete work that the instructor has assigned.

PREPARING FOR CLASSYou should be ready to discuss any assigned readings and to answer any assigned

questions for each day's class.

CLASSROOM RULES1. All District and DHS policies will be strictly enforced and observed in all classes at F-7.2. Students are expected to wear appropriate attire for everybody’s safety and for effective

learning.3. Electronic gadgets (iPhones, iPods, cell phones, etc.) must be kept inside the bags during

the instruction/class. NO incoming and outgoing calls, text messaging, or IMs are allowed during the instruction. All emergency calls from parents/guardians must be channeled through the front office. For more specific contact information, visit www.compton.k12.ca.us.

4. Bathroom use privileges must be used responsibly. Any abuse of this privilege (unreasonable frequency of use and of length of stay (more than 6 minutes) outside during the bathroom use (except when medical certificate merits the frequency and length of bathroom use) will result to permanent prohibition of the student from using the bathroom.

5. Use appropriate language at all times. This is an academic community, and this place is intended to prepare students to engage in a larger social context where they will be interacting with people who come from different social, cultural, political, and religious backgrounds.

6. Come to class punctually at all times and be ready to learn something new from each other. The instructor is just a facilitator of learning; therefore, be ready to share your thoughts and ideas. There is no definite answer to every question. Be respectful to everybody and to his or her opinion/idea.

7. Turn in only original written assignments. Plagiarism is a crime and is punishable by law. Any duplication of somebody’s work will automatically result to an F (failure).

8. Observe the honor system at all times. Exercise the highest level of honesty especially during the examinations. Anybody caught cheating will be given an F in that particular examination or test.

9. Be a responsible, mature, and self-motivated scholar. Your bright future depends entirely on how you make the best out of the opportunities given to you this semester.

10. Be humble and be ready to forgive other people’s shortcomings. These are the keys to a better and more peaceful world.

Tacapan Grade 11 CCSS-Based ELA Syllabus

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STUDENTS WITH DISABILITIESADA (Americans with Disabilities Act) Policies

DHS is available to assist students with disabilities who self-disclose and request special accommodations. Please note that requesting accommodations directly from a faculty member is not appropriate self-disclosure.

FORMAT FOR WRITTEN ASSIGNMENTS The following are formatting guidelines, which are expected to be used for each written

assignment: 1. APA or MLA style formatting is required for each written assignment. Please

use the APA 6th edition. 2. All papers are to consist of original composition, double spaced, 12 type font in

Times New Roman. 3. The page length requirement does not include the title page, abstract or

reference pages. 4. Papers should begin with an introduction and should end with a conclusion.5. The body of the paper must include citations according to the APA or MLA

style format.6. Every assignment should contain a minimum of three references.

SUBMISSION OF ASSIGNMENT CRITERIA

Late assignments receive a 10% deduction for each day they are late past the due date. Assignments more than 3 days late will not be accepted.

Technological issues are NOT considered valid grounds for late assignment submission. Students are responsible for printing their own assignments. Unless an ‘Incomplete’

grade has been granted, assignments submitted after the last day of class will not be accepted.Students who neglect to submit their Class Participation responses (either answers to discussion questions or responses to classmates/faculty) by the stated deadlines do not receive credit.

All assignments must be based upon the student’s own work.

GRADING REQUIREMENTSIt is the student’s responsibility to maintain the status of his or her grade.

Demonstration of knowledge of course content and competence applying reading and vocabulary skills to selected materials and assessments.

GRADING POLICY

Tacapan Grade 11 CCSS-Based ELA Syllabus

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Competence will be determined by:

Portion of Overall Grade

Comprehensive Learning Assessments #1 (QUIZZES) 20%Comprehensive Learning Assessments #2 (TESTS) 30%Comprehensive Learning Assessments #3 (FINAL EXAM) 30%Participation, Attendance, and Class Assignments 10%Professional Assignments (PROJECTS) 5%Success Center Activities (SCAs) 5%

TOTAL 100%

GRADING SCALE

PERCENTAGE GRADE DESCRIPTION

90% -100% A Superior work

80% - 89% B Above average work

75% - 79% C Average work meets minimum requirements for this class

74% - 60% D Below average work; does NOT meet requirements for class

0 - 59% F Failure

Class ParticipationStudents are expected to attend the class every meeting. Preparation for class involves

reading the materials and working through some assignments for class in advance. By preparing these questions, students will get the most learning out of the class. While in class, more participation will lead to increases in the quality and rigor not only of the class but of other student’s learning modalities as well. ELA 11th class provides an open forum environment.

There is no limit on the discussion in which you may involve yourself; however, since we are occupying a public space, we must give every class participant the chance to share his or her informed views or opinions.

Good discussions take the group farther than any one individual or study group can go on their own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors will develop grades and scores based on the quantity and quality of your contributions.

In general, the instructor’s criteria are:

1. Are points made relevant to the discussion?

Tacapan Grade 11 CCSS-Based ELA Syllabus

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2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn?

3. Are there evidence of analysis rather than expression of opinion?4. Are comments linked to those of others?5. Did the contribution further the class’ understanding of issues?

HOW TO MAXIMIZE YOUR LEARNING

In this course, you will be working individually and/or collaboratively. As you work on the course deliverables, you are encouraged to share ideas with your peers and instructor, work collaboratively on projects and team assignments, raise critical questions, and provide constructive feedback.

On the one hand, in order to receive maximum learning benefits from your participation in this course, I would like to encourage you to take a proactive learning approach, plan your course work in advance, explore a variety of learning resources in addition to the textbook, make an effort to understand different points of view, and connect concepts explored in this course to real-life professional situations and your own experiences. On the other hand, avoid postponing your work on the course deliverables – work on small assignment components every day, limiting your course experience to reading the textbook, and underestimating the impact of collaboration on your overall learning.

All students have the right to learn from a conducive and academically healthy environment, and no individual has the right to deprive the scholars from learning and the instructor from facilitating meaningful and engaging educational experiences at any time.

This syllabus is subject to change without prior notice.

Tacapan Grade 11 CCSS-Based ELA Syllabus

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Tacapan Grade 11 CCSS-Based ELA Syllabus