Instructor:

Elizabeth Ellis

Contact Information

eellis1@pps.net or 503-916-6120

School:

Learning and Credit Options: Virtual Scholars

School Year:

2018-19

Course number: 1002OR2

Course title: English 4 (Sophomore English, Semester 2)

Subject: Language Arts

Grade Level(s): 9, 10, 11, 12

Course Description:

In English 3-4, students learn how the human experience—real life—is the foundation of the best stories, plays, poems, films, and articles. In each unit of the course, students explore a specific aspect of the human experience such as laughter, obstacles, betrayal, fear, and transformation. Through the study of literature, nonfiction, and life, students explore what it means to be human, what it means to be fulfilled, triumphant, empowered, and transformed.

As in life, students have many choices in the English 3-4 course. Whether reading a poem or a novel, writing a story or an analysis, or studying a Shakespearean tragedy or a modern suspense film, students explore what it means to be human, a subject on which they are already experts!

Prerequisites: English 3

Priority Standards and Final Proficiencies:

This course is a standards-based course. All students will be exposed to CCSS or Oregon state 9, 10, 11, 12 standards--below are the standards that mastery must be shown in order to earn credit.

RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RL.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

W.2b - Develop the topic with well‐chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
the topic.

W.2c - Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.

W.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

SL.1c - Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

L.1b - . Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Schedule of Units Covered:

Unit One:

Bootcamp
03.00 Introduction
03.01 Fear, Anxieties, Phobias, Oh My!
03.02 The Reality of Fear
03.03 Nothing to Fear
03.04 Free from Fear
03.10 Discussion-Based Assessment

Unit Two:

04.00 Introduction
04.02 Julius Caesar, Act I
04.03 Julius Caesar, Act II
04.04 Julius Caesar, Act III
04.05 Julius Caesar, Acts IV and V
DBA

Unit Three

04.06 Argumentative Writing Quiz
04.07 Claims and Counterclaims
04.08 Develop Your Position
04.09 DBA
04.10 Outline Your Argument

Unit Four

04.11 Write your Argument
04.12 Your Final Draft
04.14 Module Four Exam
04.15 Segment Two Exam PART A
04.15 Segment Two Exam PART B
DBA
 

Academic Vocabulary

This will be addressed in the course.

District-Adopted Materials

vs.pps.net

Supplemental Resources

As needed

Differentiation/Accessibility Strategies and Support (TAG, ELL,SpEd, other):

Accommodations based on IEP and 504 will be adhered to with guidance from case manager. Case manager approval is required for a student to take a VS course.

 

Instruction and assessments are created and delivered with a mind to multiple learning styles; it is with active cognition that teachers build material for students who learn in many different ways.

Career-Related Learning Experiences

N/A

Essential Skills and Required Work Samples:

Being a standards-based course, work will need to be scored at “Successful” or higher in order to earn credit.

Assessment/Evaluation/Grading Policy

Students are expected to submit work in each course weekly. Students can learn at their own pace; however, students must follow their course calendar and make progress in the course every week. Students are required to complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to:

  • Make regular progress (follow course calendar)
  • Maintain regular contact with teachers

When teachers, students, and families work together, students are successful.

 

This course is a standards-based course.

Course lessons and assessments are targeted to a specific set of CCSS/Oregon state standards. Students will be expected to score at the “Successful” level or higher in order to be marked proficient in each assessment. Students are expected to complete all assessments in the course.

 

If a student scores “Work In Progress” on an assessment, they will be able to revise and resubmit it for re-scoring.

Final grades in Virtual Scholars are determined using the VS Proficiency Matrix.

Behavioral Expectations:

PLAGIARISM is strictly monitored.

 

From the PPS Student Acceptable Use Guide:

Students will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the student.

Students will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies appropriate use of that work, the student should follow the expressed requirements. If the student is unsure whether or not they can use a work, they should request permission from the copyright owner.

 

Students will adhere to the regulations outlined in the PPS Student Acceptable Usage guide

Safety Issues and Requirements

N/A