Language Arts 10
Instructor: Mrs. Jessica Blount
Academic Degrees: B.A. Theatre Arts, Reed College
California Single Subject (Language Arts) Teaching Credential, Cal State Monterey Bay
Location St. Helens High School, Room B-26
Work Phone: (503)-366-7495 Home: 503-543-4202
Teacher Website: http://www.sthelens.k12.or.us/blount
Work Hours: 7:30 am -4:30 pm
This course builds on existing skills in reading and writing while introducing the students to rhetorical analysis and critical thinking. The students will experience a variety of texts and media in order to analyze characters, theme as well as identify rhetorical devices and effective arguments.
Course Objectives and Standards
This course is aligned with the Common Core Assessment Standards for English Language Arts. The specific standards to be covered and assessed are listed below according to the semester which they will be assessed; however, skills may be introduced in the first semester but not formally assessed until the second.
CCSS 9-10. RI/L.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (Semesters 1 and 2).
CCSS 9-10.RL/I.2: Determine a central idea or theme 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 (Semester 1 and 2).
CCSS 9-10 W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content (Semesters 1 and 2).
CCSS 9-10.RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme (Semester 1).
CCSS 9-10.RI.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning (Semester 1).
9-10.RI.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (Semester 1)
CCSS 9-10 SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners in grades 9-10 topics, texts, issues, building on others ideas and expressing their own clearly and persuasively (Semester 1).
CCSS 9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) (Semester 2).
9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (Semester 2)
Course Grading and Assessment Plan
Assessments: 90% of Course Grade
Students will be assessed on each of the identified standards listed previously to gauge their proficiency. Proficiency is demonstrated on multiple assessments. These assessments will vary and may take the form of projects, essays, class discussions, tests, or other assignments. Students will have multiple opportunities to demonstrate their level of proficiency for each standard (these may take the form of retakes or revisions depending on the assignments) if they have completed the assigned practice work given for the standard being assessed. With regards to Seminar Packets, students will be graded based on the best 2 of 4, or 3 out of 5 opportunities. If a paper is submitted late, no written teacher comments will be given and the chance to revise may be forfeited.
Practice: 10% of Course Grade
In order to master most any skill in life, practice is necessary. Practice will be assigned in the course; these activities are designed to help build student understanding and provide practice of concepts and skills necessary to pass assessments. These assignments will be assessed on completion and/or the quality of completion.
Grades are cumulative for the semester and do not reset after each nine week grading period. Proficiency on the standards will be assigned a point total using the following scale (1-4):
1 (40%) Not Proficient
2 (60%) Working Toward Proficiency
3 (80%) Proficient
4 (100%) Advanced Proficiency
Assignments are always to be turned in on time and may be typed or handwritten in pencil or blue or black ink. Assignments should be turned in to the appropriate basket.
Any work that is turned in must be the student’s original work. Copying or borrowing work from other students or sources without giving proper credit to the source will result in no credit on the assignment and a referral for academic dishonesty.
Late Work/Retakes and Revisions
While it is important that students complete their practice work on time so that they can build their skills, there will not be an academic penalty for turning this work in late. All late work, however, must be completed prior to scheduling a retake on a given standard and before the end of the current 9-week grading period. No late practice work will be accepted after the end of the corresponding unit.
Students are expected to take the course assessments on the day they are given. If a student is absent on the day an assessment is given in class, he or she will be responsible for arranging an appropriate time to take the assessment with the teacher. If a student wishes to revise a paper, all drafts must be turned in on time before revision will be granted. Students need to revise and resubmit papers within 2 weeks from when the paper was returned to them. Assessments turned in after the due date will not be available for teacher comment or revision but will still be assessed. Late summative assessments must be completed and submitted within one month of the end of the unit.
Parents and students can expect updated grades to be available online approximately every two weeks. Major papers and projects may take longer to assess.
- Novels: Students will read novels as part of the curriculum, which will be available for check out through the school library.
- Binder: Students should have a section in their three-ring binder or folder for Language Arts, where homework, notes, and other information pertaining to the class may be kept.
Classroom Conduct and Expectations
- Respect yourself, each other and the classroom by what you say and do
- Arrive prepared to class with all of their materials and be ready to work from bell to bell.
- Be an active participant and do your best.
- Keep all electronics out of sight.
- If it’s in the school handbook, it applies here.
*Any violations of the above expectations will result in a reflection form, a detention or a referral to the office. I reserve the right, as your teacher, to make changes if I see a problem arise. See the student handbook for further information on behavior expectations and consequences.
Films: Students will be watching all or part of several movies that relate to the literature we read in Language Arts 10. Films are used to help students visualize what they have read, as a substitute for seeing a live production of a play, or to allow students to compare diverse presentations of the same or similar literary subjects. As per our district video policy, I am required to inform parents of any movies over a PG rating that we will be watching. Parents have the opportunity, if they wish, to come to the school and preview the movies before we watch them in class. Parents also have the option to have their student not watch these movies. SEE Jessica Blount for permission form.