Friday Article: Sept.1 (Turtle Soup)

After completing the SPaG 1 Assignment (and placing it the tray), read the following article (see link below) and answer the questions distributed in class.

Link: Why Don't People Eat Turtle Soup Anymore?
 
Place the answered questions in the tray. Be sure your name, date and period are on your paper.

Weekly Lessons: August 28 to September 1

Seniors

Monday:

LRC Presentation Nonverbal Communication Notes

Tuesday:

Discuss Pre/Post Test Pretest Day 1

Wednesday:

Pretest Day 2 Print Pretest

Thursday:

Check SPaG 0 Nonverbal Notes Locate Information #1

Friday:

SPaG 1 Practice Article/Questions Materials Check

Juniors

Monday:

LRC Presentation Search/Check Out Books

Tuesday:

Discuss Pre/Post Test Pretest Day 1

Wednesday:

Join Google Classroom Print Practice Check SPaG 0 Lesson 1 Pt. 1 (Stevie Wonder)

Thursday:

Pretest Day 2 Print Pretest

Friday:

SPaG 1 Practice Sustained Silent Reading Book Review Materials Check

August 25 Article: Robot Model Workers

After completing the SPaG 0 Assignment (and placing it the tray), read the following article (see link below) and answer the questions distributed in class.

Link: China is Building a Robot Army of Model Workers


Place the answered questions in the tray. Be sure your name, date and period are on your paper.

Syllabus 2017-2018 Junior English

Course Title:  English 11 (Syllabus)

Course goal(s): 

To prepare students in the areas of reading, writing, listening and speaking and language for post-secondary options and the world of work. This course will proceed in units covering different modes of composition, vocabulary, formal speech and levels of usage.  Literacy and reading strategies are emphasized through fictional and non-fictional literature.

Course expectations: 

Varies by instructor

Course credit potential:   

½ credit earned per semester

Materials required:  

Varies by instructor

Instructor:  Mr. Terry Ervin

Available time: (Plan period) by appt.

Contact Information: 

School phone – 937.778.1980, ext. 738

Email – ervint@uppervalleycc.org

Grading Scale:

A = 90 – 100

B = 80 – 99

C = 70 – 79

D = 65 – 69

F = 64 and below

Assignment Types (may include but are not limited to the following):

Ø  Journal Entries

Ø  Tests and Projects

Ø  Quizzes

Ø  Compositions/Essays

Ø  Exams

Ø  Class/Homework Assignments

Ø  Professional/Participation

Ø  Daily Attendance

Anticipated Quarterly Topics:

First Quarter

·         Timed reading & other skills assessment (correct placement?)

·         Writing assessment (correct placement?)

·         Media Awareness (email, web sites v. search engines, data bases, etc.)

·         Short story unit – introduce

o   Literary elements

·         Personal narrative - introduce

·         Writing conventions

·         Independent book

Second Quarter

·         Short story unit – complete

·         Personal narrative – complete

·         Review for exam

·         Writing conventions

·         Independent reading

Third Quarter

·         Resume

·         Introduce research skills

·         Whole group book

·         Public speaking

·         Writing conventions

·         Independent reading

Fourth Quarter

·         Finish whole group book

·         Poetry

·         Review for exam

·         Writing conventions

·         Independent reading

1^st SEMESTER ANCHOR STANDARDS--provide broad standards that define the skills and understanding that all students must demonstrate.

Language

·         Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

·         Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

·         Determine 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.

·         Acquire 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 considering a word or phrase important to comprehension or expression.

Writing

·         Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

·         Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

·         Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

·         Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

·         Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

·         Use technology, including the Internet, to produce and publish writing and to interact and collaborate with other.

·         Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

Speaking and Listening

·         Prepare 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.

·         Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

2^ND SEMESTER ANCHOR STANDARDS--provide broad standards that define the skills and understanding that all students must demonstrate.

Language

·         Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

·         Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

·         Apply 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.

·         Determine 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.

·         Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

·         Acquire 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 considering a word or phrase important to comprehension or expression.

Writing

·         Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

·         Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

·         Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

·         Use technology, including the Internet, to produce and publish writing and to interact and collaborate with other.

·         Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

·         Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

·         Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

Speaking and Listening

·         Prepare 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.

·         Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

·         Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

·         Present information finding, 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.

·         Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

·         Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Syllabus 2017-2018 Senior English

Course Title:  English 12

Course goal(s): 

To prepare students in the areas of reading, writing, listening and speaking and language for post-secondary options and the world of work. This course will cover various units including oral and written directions, public speaking, the novel, job interviewing, and various forms of technical reading and writing.  Students in English 12 will complete a Career Passport.

Course expectations: 

Varied by instructor

Course credit potential:   

½ Credit earned per semester

Materials required:  

Varied by instructor

Instructor:  Mr. Ervin

Available time: (Plan period) by appt. 

Contact Information: 

School phone – 937.778.1980 ext. 738

Grading Scale:

A = 90 – 100

B = 80 – 99

C = 70 – 79

D = 65 – 69

F = 64 and below

Quarterly topics:

First Quarter

·         Timed reading & other skills assessment (correct placement?)

·         Writing assessment (correct placement?)

·         Media awareness

·         Language Register

·         Resume Update

·         Career Narrative

·         Cover letter

·         Writing conventions

·         Independent reading

Second Quarter

·         Complete career passport

·         Selected fiction and/or nonfiction pieces (short to medium length)

·         Review for exam

·         Writing conventions

·         Independent reading

Third Quarter

·         Research skills

·         Whole group book

·         Writing conventions

·         Independent reading

Fourth Quarter

·         Finish whole group book

·         Complete career passport

·         Writing project

·         Review for exam

·         Writing conventions

·         Independent reading

Semester 1:  Anchor Standards – provide broad standards that define the skills and understanding that all students must demonstrate.

Language

·         Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

·         Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

·         Apply 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.

·         Determine 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. 

·         Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

·         Acquire 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 considering a word or phrase important to comprehension or expression.

Writing

·         Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

·         Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

·         Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

·         Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

·         Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

·         Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

·         Draw evidence from literary or informational texts to support analysis, reflection, and research.

·         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 rage of tasks, purposes, and audiences. 

Speaking and Listening

·         Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively.

·         Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

·         Present 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.

·         Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

·         Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Semester 2:  Anchor Standards – provide broad standards that define the skills and understanding that all students must demonstrate.

Language

·         Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

·         Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

·         Determine 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. 

·         Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

·         Acquire 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 considering a word or phrase important to comprehension or expression.

Writing

·         Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

·         Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

·         Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

·         Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

·         Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

·         Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

·         Draw evidence from literary or informational texts to support analysis, reflection, and research.

·         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 rage of tasks, purposes, and audiences.

Speaking and Listening

·         Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively.

·         Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

·         Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Assignment Types include but not limited to:

Journal entries

Tests and projects

Quizzes

Essays/Compositions 

Exams

Daily assignments

Participation/ daily attendance