Syllabi

Course Description

English 9-106 focuses on complex, higher level thinking skills through the study and analysis of various genres of literature. In addition to the literature studied, students will also work to improve vocabulary skills and to refine grammar skills. This course will also help students continue to develop writing skills, focusing on composition, editing, and grammar. It utilizes a variety of assessment formats, such as research projects, oral presentations, expository and narrative essays, and formal testing. English 9-106 is organized into 4 modules; 2 modules per semester, which are centered on a specific theme and focus.  Each unit is designed according to the national Common Core Standards for Language Arts.  You can find more information at the following website. http://www.corestandards.org. The module outline below serves as a course overview.  

Semester 1

Semester 2

  • Module 1 – Friends and Enemies (Short Stories)

  • Module 3 – Fate (Drama—Romeo and Juliet)

  • Module 2 – Honor (Novel—To Kill a Mockingbird)

  • Module 4 –Heroism (Mythology/The Odyssey)



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    How We Teach

    The Jacksonville High School English Department prepares critical thinkers and effective communicators by facilitating mastery of the English Language Arts.  In order to create instruction and assessment that meets the needs of all students, we adapt to our students and utilize a wide variety of differentiation and engagement strategies when planning and executing our lessons.  


    Interventions

    As parents/guardians, you are the primary educators of your children.  It is my job to assist you in that important part of your student’s life.  In order for your student to succeed, we must work together as a partnership.  I will do everything in my power to provide a positive and effective learning opportunity for your son/daughter. By checking weekly assignments on my teacher webpage and grades through Skyward, you and your child should be able to keep up to date on major work and not fall behind.


    My


     

    Communication

    If you would like to contact me outside of school hours, the best way to reach me and ensure a prompt reply is through my school email address: jcollins@jsd117.org. You may also reach me by calling 243-4384 and leave a message.

    Feel free to check my teacher webpage located in the Faculty & Staff link on the school’s website: jhs.jsd117.org. This lists weekly plans/assignments and other useful links for both parents and students.

    Grading

    When you log on to Skyward, you will see assignments posted in the following categories. Here is a brief description of what each of these include and their weight on the student’s overall semester grade. Semester grades will be calculated by weighting the course work during the semester at 80% and the semester exam at 20%.





    English Department Grading Policy (adopted 14 August 2014)


    Daily Assignments – 10%

    An opportunity to practice, complete, prepare for, and/or extend content and reading, writing and language

    skills learned in class.


    Summative Assessments – 90%

    Reading Skills: A type of assessment that includes objective questioning and short answer response.  

    Sample activities include quizzes and chapter or unit tests.

    Speaking and Listening Skills: An opportunity to demonstrate mastery of content and speaking and listening

    skills during daily lessons.  Sample activities include projects, presentations, and group work.

    Writing Skills: A type of assessment that will vary in length from one paragraph to a multi-page research

    paper.  Sample activities include grammar assessments, essays, and research skills.


    Because we assess students’ progress towards mastery of specific learning targets, written compositions and other assignments will be designed to more clearly reflect the target(s) being measured.  The use of learning targets to evaluate student progress provides a clearer picture of what the student knows and is able to do at a given point in time.  We believe that this is a more meaningful way to determine and communicate what our students have learned.  The table below shows the conversion of the target-based grade to the traditional letter grade/percentage. The overall point value of an assignment will vary based on the number of targets being measured.  

    Target-Based Grade

    Point Value

    Approximate Letter Grade

    Approximate Percentage

    Exceeds Standard

    3.6 – 4

    A

    90-100

    Meets Standard

    3.2 – 3.5

    B

    80-89

    Below Standard

    2.8 – 3.1

    C

    70-79

    Far Below Standard

    2.4 – 2.7

    D

    59.5-69

    Insufficient Evidence

    2.3 – 0

    F

    0-59.4



     

    Late Work Policy

    If a student misses a deadline for an assignment, work should be turned in as soon as possible.  Credit will be assigned according to teacher’s discretion.  In order to begin each grading period with a clean slate, the previous grading period’s assignments must be turned in by and will not be accepted past two school days prior to the end of the term.  Work assigned during the last week of a grading period may be counted toward the next grading period. This ensures that students will stay on top of current assignments and maintain Crimson Pride. In the gradebook, assignments marked zero (0) and checked missing should be considered as such. However, if an assignment is marked “No Count” or no zero (0) value has been assigned, it likely means that the student has turned in the assignment but a final grade has not been issued.


    Redo Policy

    The English Department encourages students to improve their writing. One way we support this is by allowing revision of summative assessments measuring writing standards.  The only assignments that will be eligible for redo will be written compositions. In order to be eligible, the initial assignment must have been turned in on time, and the assessed copy with rubric must be returned. The work needs to be corrected and re-submitted within one week after it is returned to the student. The grade will reflect the improvement.

    Teacher Recommendations

    • A flash drive for saving files created in computer labs.

    • An organized folder or binder for keeping only English assignments and handouts.

      • Keep all graded/returned work until the end of each semester.

    Communicate with teachers early and often when complications arise – I want to help you!



    English 138 Syllabus

    2017-2018 Course Description     

    This course consists of intensive study and in-depth analysis of poetry, prose, fiction, drama, and vocabulary development. It also provides frequent opportunities to write and re-write the following: formal, extended analytical essays; informal, brief analytical essays; timed, in-class responses to literature; expository essays; argumentative essays; evaluative essays; poetry; and critical reading journals. Students will use textual evidence when required to develop an extended explanation, interpretation, or judgment of the meaning and/or artistic quality, as well as the social and cultural value(s) of a literary text.

    The primary literature during the first and second semesters will focus thematically on British literature; however, AP students have the opportunity to study other important European and American authors and their works, which will require a considerable but reasonable amount of individual reading. In addition, some class time will be used in preparation for the AP exam(s) given in May. Along with the reading and writing activities, grammar, usage, and mechanics will be integrated in the curriculum throughout the year.

     AP Distinction

    The syllabus for AP English Literature and Composition must be approved by the College Board. As such, the course is designed for highly motivated seniors who have demonstrated the ability to do college-level work in English and have indicated the desire to take the College Entrance Examination Board’s test in May to qualify for advanced placement standing or credit in college. Cost of the exam is $91(a fee reduction may be available). Although this exam is optional, it is highly recommended that students take the exam. It benefits the student who achieves a qualifying score because it potentially earns him/her college credit. It benefits the Jacksonville High School program by providing data to continue to improve the curriculum and course offerings.

    First Semester

    Second Semester

    Module 1- Mysteries

    Anchor Texts: Short Stories, Essays, and poems from the 19th and 20th centuries

    Module 5- Critics and Commentators

    Anchor Text: The Canterbury Tales and “A Modest Proposal”

    Module 2- Survivors and Innovators

    Anchor Text: The Mayor of Casterbridge

    Module 6- Creators and Destroyers

    Anchor Text: Frankenstein

    Module 3- Lovers

    Anchor Text: Poetry, particularly sonnets

    Module 7- Researchers

    Independent Author Study Research Paper

    Sub Module A

    AP Testing and College

    Sub Module B

    AP Test Prep

    Module 4- Leaders

    Anchor Text: Antigone and


    Macbeth

    Module 8- Heroes

    Anchor Text: The Once and Future King

    Course Content

     

    The course focuses on primarily British canonical literature ranging from the Anglo-Saxon to the Modern period, and is arranged thematically; in reference to Alexander Pope’s assertion that “the proper study of mankind is man,” the reading selections for this course will be arranged into the themes of “Man as a Mystery,” “Man as a Hero,” “Man as a Leader,” “Man as a Creator and Destroyer,” and “Man as a Survivor or Innovator.” The course includes the study of novels and selections from such major writers as Chaucer, Shakespeare, Milton, Shelley, Swift, and Hardy. The works are studied within and without the context of their time periods in order to encourage understanding of literary genres and to make comparisons to modern times. Assignments and class discussions are designed to encourage higher level thinking and sophisticated written expression. In preparation for college writing, a research paper project, following the MLA format, will be produced. Each module is aligned to the national Common Core Standards for English Language Arts as well as the standards for Advanced Placement. Each year the syllabus is approved by AP.  For more information, please reference the CCSS website: http://www.corestandards.org/ or https://www.collegeboard.org.

    The students will also participate in an independent author study, which will be organized much like the book clubs they experienced junior year if they attended JHS. By the second quarter, students will choose from an approved list a British or American author on which to focus. The goal is to  two novels (or a collection of short stories, if applicable) from a single author to come to understand that author’s writing in a way that has not been explored previously in other classes. This almost yearlong project will allow students to encounter professional literary criticism and create their own criticism on a particular author and his/her work. The author/author’s work will be the subject for the research paper.

    How We Teach

    The Jacksonville High School English Department prepares critical thinkers and effective communicators by facilitating mastery of the English Language Arts. In order to create instruction and assessment that meets the needs of all students, we adapt to our students and utilize a wide variety of resources to engage our students and help them prepare for their futures. We will be utilizing Google Classroom throughout the year. More details will be forthcoming.

    Grading

    When you log on to Skyward, you will see assignments posted in the following categories. Here is a brief description of what each of these include and their weight on the student’s overall semester grade. Semester grades will be calculated by weighting the course work during the semester at 80% and the semester exam at 20%.

    English Department Grading Policy (adopted August 14, 2014)

    Daily Assignments – 10%

    An opportunity to practice, complete, prepare for, and/or extend content and reading, writing and language skills learned in class.

    Summative Assessments – 90%

    Reading Skills: A type of assessment that includes objective questioning and short answer response.  Sample activities include quizzes and chapter or unit tests.

    Speaking and listening skills: An opportunity to demonstrate mastery of content and speaking and listening skills during daily lessons.  Sample activities include projects, presentations, and group work.

    Writing Skills: A type of assessment that will vary in length from one paragraph to a multi-page research paper.  Sample activities include grammar assessments, essays, and research skills.

    Because we assess students’ progress towards mastery of specific learning targets, written compositions and other assignments will be designed to more clearly reflect the target(s) being measured. The use of learning targets to evaluate student progress provides a clearer picture of what the student knows and is able to do at a given point in time. We believe that this is a more meaningful way to determine and communicate what our students have learned.

     Late Work Policy

    If a student misses a deadline for an assignment, work should be turned in as soon as possible. Daily assignments will be counted off 50% of earned credit if they are late. Summative assessments will lose 10% of credit earned per day late. This ensures that students will stay on top of current assignments and maintain Crimson Pride.  In the grade book, assignments marked zero (0) and checked missing should be considered as such.  However, if an assignment is marked “No Count” or no zero (0) value has been assigned, it likely means that the student has turned in the assignment but a final grade has not been issued.

     

    Redo Policy

    The English Department encourages students to improve their writing. One way we support this is by allowing revision of summative assessments measuring writing standards.  The only assignments that will be eligible for redo will be written compositions. In order to be eligible, the initial assignment must have been turned in on time, and the assessed copy with rubric must be returned to the teacher for re-assessment. The work needs to be corrected and re-submitted one week after it is recorded in Skyward and returned to the student. The grade will reflect the improvement.

    Interventions

    As parents/guardians, you are the primary educators of your children. It is my job to assist you in that important part of your student’s life. In order for your student to succeed, we must work together as a partnership. I will do everything in my power to provide a positive and effective learning opportunity for your son/daughter. This includes weekly updated websites and Skyward to keep students on top of assignments. If, however, your student’s grade drops below a “C” at any time during this year, the following will occur:

    1. I will meet with your student and discuss the reason for the grade.

    2. We will come up with a plan that will assist your student in improving the grade.

    3. I will either call you or email you, whichever you prefer, and discuss this issue with you, relate the support system available for your student’s future success, and ask you to join with us as we implement a plan.

    Teacher Recommendations

    · Keep all graded/returned work until the end of each semester in a dedicated English folder or binder.

    · Have a notebook specifically for English 138

    · Use a flash drive to transport assignment files between home and school.

    · Communicate with your teacher early and often when complications arise –I want to help you, but I need you to be a proactive advocate for yourself.