Mr. Vail's English Page!

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2011-2012 School Year

Second Semester Schedule:

Block 1: English 9       Block 3: English 11       Block 4: English 10

Weeks of May 7th through May 18th

All Classes:

Vocab. Quiz #14 - Mon. 5/7

Vocab. Quiz #15 - Mon. 5/14

Finish up all "The Education of Little Tree" assignments, return book.

"Sympoetrysium" Poetry Journal (10 components), due 5/18

Classwork:  Poetry Reading and notes

Homework:  Poetry Writing, analysis, etc.

English 10:

Finish up all  "Bless Me Ultima" assignments, return book.

In-class: Research Project

English 11:

"Death of a Saleman" TEST, Monday May 7th

"Things Fall Apart" TEST, Thursday, May 10th

In-class: Research Project

 

Week of April 30th through May 4th

California Standards Tests!

 

 

 

Weeks of April 16th through April 27th

All Classes:

Vocab. Quiz #12 - Mon. 4/16

Vocab. Quiz #13 - Mon. 4/23

"The Education of Little Tree" by Forrest Carter

English 10:

"Bless Me Ultima" by Rudolfo Anaya

English 11:

Homework Reading: "Things Fall Apart" by Chinua Achebe

In Class Reading: "Death of a Salesman" by Arthur Miller

Junior Projects Due Dates:

First Draft  of Paper (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 4/19

Final Paper (hard copy) - 5/3

First Draft of Presentation (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 5/17

Final Presentation (in class) - 6/1

Weeks of March 26th through April 6th

Important:  March 30th is a student holiday (teacher work day)

Parent conferences are on Weds./Thurs. March 28th/29th

Author/Professor Francisco Jimenez is visiting Thursday, April 5th

Spring Break: 4/9 - 4/13

All Classes:

Vocab. Quiz #10 - Mon. 3/26

Vocab. Quiz #11 - Mon. 4/2

Letter Writing project (instead of Freewrites)

9. Letter to the editor (HMB Review)

10.  Letter to the editor (HMB Review Rewrite)

Children's Literature Reading Project

Finish reading "Breaking Through" by Francisco Jimenez

"Laws of Life" Essay Contest, Final Paper due 3/26

Book Reports, Research Papers, etc.

English 10:

 

Finish reading "Breaking Through" by Francisco Jimenez

"Laws of Life" Essay Contest, Final Paper due 3/26

Book Reports, Research Papers, etc.

 

English 11:

Homework Reading: "Like Water for Chocolate" by Laura Esquivel, Finish by 3/29, Film 4/2 & 3

Finish In Class Reading: "Inherit the Wind," Film 3/26 & 28, Study Questions/Test: 3/29

Next Play: "Death of a Salesman" by Arthur Miller, Next Novel: "Old School" by Tobias Wolfe, or...?

Junior Projects Due Dates:

Annotated Bibliography Worksheet - 3/15

Outline of Paper (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 4/5

First Draft  of Paper (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 4/19

Final Paper (hard copy) - 5/3

First Draft of Presentation (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 5/17

Final Presentation (in class) - 6/1

"Laws of Life" Essay Contest, Final Paper due 3/26

Weeks of March 12th through March 23rd

Important:  March 23rd is the last day of the third quarter!

Report Cards and Parent conferences follow!

All Classes:

Notebook/Binder Check - preparation for Parent Conferences on 3/28 & 29!

Vocab. Quiz #8 - Mon. 3/12

Vocab. Quiz #9 - Mon. 3/19

Children's Literature Reading Project

"Mexican White Boy" author, Matt de la Pena comes 3/15, Block 1!

Continue reading "Breaking Through" by Francisco Jimenez

"Laws of Life" Essay Contest, Thesis due 3/14, First draft due 3/19, Final Paper due 3/26

Grade Repair Project - Make up missing assignments

English 10:

CAHSEE Exams:  ELA, Tues., 3/13, Math, Weds., 3/14

"We Were Here" author, Matt de la Pena comes 3/15, Block 1!

Begin reading "Reaching Out" by Francisco Jimenez

"Laws of Life" Essay Contest

, Thesis due 3/14, First draft due 3/19, Final Paper due 3/26

Grade Repair Project - Make up missing assignments

English 11:

Homework Reading: "Like Water for Chocolate" by Laura Esquivel, Finish by 3/29

In Class Reading: "Inherit the Wind," by Jerome Lawrence and Robert E. Lee

Test on "Inherit the Wind" will be on Monday, March 19th

Study Questions on "Inherit the Wind" due Monday, March 19th (after test)

Junior Projects Due Dates:

Annotated Bibliography Worksheet - 3/15

Outline of Paper (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 4/5

First Draft  of Paper (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 4/19

Final Paper (hard copy) - 5/3

First Draft of Presentation (to This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) - 5/17

Final Presentation (in class) - 6/1

"Laws of Life" Essay Contest, Thesis due 3/14, First draft due 3/19, Final Paper due 3/26

Grade Repair Project - Make up missing assignments

 

Key Information...

Parents, ask to see your child's notebook/binder. There should be distinct sections for handouts, notes, vocabulary, "freewrites" or a writing journal, and returned assignments. The first page of the handout section should be the course description, followed by study skills, and all assignment sheets.  If that does not work, email me at This e-mail address is being protected from spambots. You need JavaScript enabled to view it , and I will send you whatever you and/or your child need as an attachment.  Or, call me at school: 650-879-0274.

Please know, they should have HOMEWORK EVERY NIGHT!  I give thematic units every two to three weeks with study questions due.  The reading and question answering should take 20-40 minutes per night. I give 20 SAT Vocabulary words every week, quizzes Monday - they should study them. We also do P-Town Post articles, letter writing, writing contests & scholarship applications, character sketch worksheets, test prep activities, and periodic research papers.  Extra credit is always available.  Students are expected to organize their time wisely.

Specifically, ask to see current assignments! Parents, the best way to know how your child is doing in my class is to come talk to me. Also, you can request a computer Progress Report.  Please know that I put 2-3 grades in each week, and their grade status changes accordingly.  Simple yes/no homework responses, teacher signatures and comments will not give the same detailed information as a a computer Progress Report - get the data! (However, it cannot be emailed to you.)

Special events this semester include a unit on Journalism with guest speakers and a special edition of the P-Town Post; and we will be taking a series of field trips to Pie Ranch to learn about organic agriculture, ecological sustainability, and natural resource management.

If you've read this far, and if your student has a complete notebook/binder, come to my room (2) for a special treat!  Continue to read our English Department Handbook and the California Content Standards for English...

Materials...

We use the McDougal-Littell Literature textbooks, the PHS English Department Book Collection, and a wide variety of teacher-produced instructional materials.

All my students are required to have a notebook/binder dedicated exclusively to their English Class.  They should have sections for handouts, vocabulary, freewrites (journal), class/book notes, and all returned assignments.

 

Sample Course Description:

English 10 & 11 - American and World Literature and Composition

English 10/11 is a rigorous, college preparatory class for 10^th and 11^th grade students emphasizing American Literature and Composition, and including a World Literature component.  English 10 & 11 requires students to read and write extensively in a variety of genres.  Students are expected to think critically, discuss intelligently, write clearly and analytically, speak with poise and logic, and in every way demonstrate their superior ability in English.  Over the course of the year, students are required to produce writings and presentations using a variety of strategies.  Also, various research methods are taught and utilized to produce research papers and public presentations.

If students are motivated to do further, independent studying, they are encouraged to take the Advanced Placement English Language and Composition exam.  The AP exam is given in May and focuses on "the analysis of expository prose, including the study of style and rhetoric, and is largely outside the realm of imaginative literature."  The exam consists of one hour of multiple choice questions, mostly on analyzing aspects of various reading passages, and two hours for three essays, one analytical, one argumentative or persuasive, and one free response.  Thus, there is an emphasis in the course on effective writing and critical reading, using a variety of traditional and innovative teaching methods.

In this course, we will be reading and examining a wide range of American and World literature and applying a variety of techniques and purposes to writing.  Primary among the goals for this course are to promote the enjoyment of reading and writing, to inspire an appreciation of literature, and to give students facility in the use of the English language.  Beyond performing well on the tests and examinations, students are encouraged to expand their understanding of American literature, to develop their compositional abilities, to participate in writing contests and projects, and to make relevant use of what they have learned in class.

Materials:

All students should have a three-ring binder/notebook to be used exclusively for their English class.  Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, literary terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments.  These notebooks will be checked and graded periodically.  Possession of a dictionary, thesaurus, and other exam preparation handbooks is heartily recommended.

The primary text for the course is the McDougal-Littell American Literature textbook.  Further, there will be other supplementary texts, reading handouts, and various instructional materials provided by the teacher. Students will be expected to use the library to find other material.  And time is a critical resource.  To succeed in this course, students should expect to do at least five hours of reading per week.

Format:

Each class period will include two or three different activities.  Each week students can expect to spend at least one hour doing or evaluating practice compositions and other test preparation, an hour or more doing and discussing the readings for the week, an hour of teacher-directed instruction, and an hour or more working independently or cooperatively on sundry class activities.  Other features of the class include occasional journal entries (freewrites), learning lists of vocabulary words and literary terms, various computer projects, practical writing exercises (ie. letters), video projects, occasional, relevant films, and  major class project involving a variety of research sources.

I believe in creating a product representative of student learning, thus all 10^th and 11^th grade English students will be expected to participate enthusiastically in the publishing efforts of Pescadero High School.  Further, pursuant to questions on college recommendation forms about students' "greatest accomplishments," an interdisciplinary research project will be required of all class members.  More information on this project will be forthcoming.

Students are expected to comply with all the rules of Pescadero High School, participate in all class activities, and should turn in all class assignments on time.  When turned in, even the most seemingly mundane homework assignment should be worthy of the name on the paper!  Late work will rarely be accepted, and sloppy or careless work is frowned upon.  Good attendance is also very important.  If absent, it is the student's responsibility to find out about, and make up expeditiously, any missed work.  Make up quizzes will take place only at the student's request and the instructor's convenience.  We, at the Pescadero High School, have high expectations for our students and hold them to the highest standards of behavior and performance.  While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!

Grading:

There will be a wide variety of assignments in this class - with an average of two to three scores recorded per week.  All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points.  Although there will be a final exam each semester, it will be worth no more than 5% of the final grade.  The relatively equal weighting, given the variety of assignments and assessments rewards consistency and diligence.  The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade.

I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work.  It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail.  It is preferable to me that students come in pairs or in groups of three.  In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well.  It is the students' responsibility to set up these appointments

PESCADERO HIGH SCHOOL

ENGLISH DEPARTMENT HANDBOOK

“Tell me, I will forget; show me, I will remember; involve me, I will understand.” - Confucius

Introduction

This document is the result of collaboration between Benjamin Ketcham and Randy Vail in preparation for the 2008-2009 school year.  It is a work in progress, and shall undergo necessary and various revisions.  Feedback is welcome from any and all Pescadero High School (PHS) community members, and should be addressed to:

This handbook attempts to:

• Recognize and incorporate past work done by previous English teachers
• Assess the current resources, school site plans, and other relevant circumstances
• Articulate the vision, goals, perspectives, and principles of the English Department
• Chart a course for the future of the English Department and Pescadero High School (PHS) as an exceptional and model program for all

Mission/Vision Statement

The English Department at PHS seeks to awaken in every learner a deep appreciation for and mastery of all aspects of the English language.

We envision a program that maintains high standards, while engaging each learner on a personal and real-world relevant level.

We imagine a learning culture in which students are eager to push themselves to their furthest ability in an atmosphere that feels both challenging and supportive.

We foresee our students as leaders, equipped with the self-knowledge and self-respect necessary for meaningful global citizenship.

Course Descriptions

Each year the English Department will offer courses in alignment with the specific needs of that given year (based largely on student numbers and previous course grades).  Thus our offerings may vary somewhat from year to year.  In general, our primary offerings will be from the following:

English 9 - Introduction to Literature and Ideas

English 10 - World Literature and Composition

Intensive 9/ Intensive 10 English - Literature, Ideas and World Literature and Composition

English 11 - American Literature and Composition

Honors English 11 - American Literature and Composition

English 12 - General Literature and Composition, Senior Project

Honors English 12 - General Literature and Composition, Senior Project

There may be a need at some point for Honors English 9 or Honors English 10, or even an Intensive combined class in the upper grades – but we anticipate the above model to hold for years to come.  This allows for cohesive and unduplicated English Department planning, and gives our students a sense of what to expect from year to year.  In addition, we look forward to offering quality, and UC-approved, electives in the near future.  What follows are abbreviated course descriptions.  Complete descriptions are available as separate downloads (pdf file) from school and teacher websites, or as printed copies in the main office.

Abbreviated Course Descriptions

English 9 - Introduction to Literature and Ideas

In ninth grade English, we will be focusing on the essential skills of literary analysis, expository writing, inquiry-based dialogue, and formal speaking.  It is understood that the student new to high school requires clear instruction, regular feedback, and multiple opportunities for collaborative learning through meaningful projects.  Students will examine a wide range of literature, with special emphasis on a variety of genres and styles.  Regular attention to vocabulary development will attend all readings, in keeping with state standards.  As the ninth grade English class is intended to help shape a hard work ethic for the years to come, much of the reading will explore themes of self-identity, relationships with others, values and beliefs.

English 10 - World Literature and Composition

In tenth grade English, we will be examining a wide range of literature from around the world and throughout various historical periods.  As the tenth grade English class parallels the tenth grade World History course, we will be looking at common themes and supplementing the study of history with literary and philosophical works.  These themes will include the study of human nature and the human experience, the development of culture, civilization and language, and an examination of religion, politics, science, and philosophy.  Many of these readings will be translated to English, and we will examine other languages and the art and skill of effective translation.

Intensive English 9/10 - Literature, Ideas and World Lit and Composition

This course is unique in that it combines our ninth and tenth graders with the highest skills, and consistently high marks (B average in previous English classes, or recommendation of teacher).  The pace of this class is swift and demanding.  Students in this class should be excellent readers, skilled writers, and competent speakers.  More importantly, students in this course should have excellent study skills, a strong work ethic, an ability to think critically, and a desire to express original ideas verbally and in writing.  Unique to this class is its two-year duration.  To assure that a student taking this course for its full two years does not repeat curriculum, the course will alternate between an accelerated ninth grade Literature and Ideas syllabus, and an accelerated tenth grade World Literature syllabus.  Students in this course should expect at least a fifty percent increase in all levels of work output – from class work to homework to written work (length, substance and frequency).  Thus, the course will be designed based on the platform of the regular ninth and tenth grade English classes, with much supplementary work, and greater demand and intensity in general.  Below follows general guidelines for each year.

English 11 - American Literature and Composition

English 11 is designed to familiarize students with the historical development of American literature and to improve their compositional skills and facility with the English language.  As the elevnth grade English class parallels the United States History course, we will be looking at common themes and supplementing the study of history with literary and philosophical works.  Students will study all literary genres: poetry, novels, short stories, plays, journalism, and non-fiction rhetorical prose.  This course continues to emphasize the language arts skills of reading, writing, listening, and speaking.  The course focuses on expository writing, particularly on the analytic essay.  Grammar instruction and language conventions are taught through student writing, which consists of formal essays, professional communication, and various forms of creative writing.

Honors English 11 - American Literature and Composition

Eleventh grade English at the honors level is a blend of American Literature and the curriculum for the Advanced Placement English Language and Composition examination.  All students are encouraged to take the A.P. exam, which is given in May, and which focuses on "the analysis of expository prose, including the study of style and rhetoric, and is largely outside the realm of imaginative literature."  The exam consists of one hour of multiple choice questions, mostly on analyzing aspects of various reading passages, and two hours for three essays, one analytical, one argumentative or persuasive, and one free response.  Thus, there is an emphasis in the course on effective writing and critical reading, using a variety of traditional and innovative teaching methods.

English 12 - General Literature and Composition, Senior Project

English 12 is the culmination of a student’s work in grade school. It is a last chance to gain, sharpen, and apply skills in reading and writing, listening and speaking. Beyond simply meeting grade level standards for English Language Arts, 12th grade is a time to look forward to and prepare for college and careers.  So, in addition to studying a wide variety of poetry and prose, fiction and non-fiction, and writing in a variety of modes, English 12 will help students prepare résumés, write college essays, solicit letters of recommendation, complete job applications, develop interviewing skills, and research educational and occupational opportunities for the future.

A fundamental part of the 12th grade year, in particular 12th grade English, is the Senior Project.  The senior project is a 20 page research paper on an original topic followed by a half hour presentation to the community on that topic.  Students will prepare for the Senior Project by doing a series of shorter research papers, then selecting a particular topic and developing it into a larger project.  In addition to producing a 20 page, referenced paper, students will prepare a multimedia presentation for school officials and community members to be delivered at the end of the year.

Honors English 12 - General Literature and Composition, Senior Project

Honors English 12 is a rigorous, college preparatory course focusing on British and World literature for 12th grade students.  Students in  Honors English 12 are encouraged to take the Advanced Placement English Literature and Composition exam, but it is not required.  The course does require students to read and write extensively in a variety of genres. Students are expected to think critically, discuss intelligently, write clearly and analytically, speak with poise and logic, and in every way demonstrate their superior ability in English. Over the course of the year, students are required to produce writings and presentations using a various strategies. Also, various research methods are taught and utilized to produce research papers and public presentations.

Expected English Learning Objectives and Outcomes

9^th Grade

A key component at the beginning of the 9^th grade is pre-testing and evaluation.  Thus, we will assess what skills and abilities students need to improve and develop to function successfully in high school.  Our regular 9^th grade class may be a remedial year where all students are brought up to speed – as needed.  Our 9^th/10^thth Integrated class may incorporate a faster pace, with greater in class leadership and homework load – as assessed.  In addition to the standards listed below, all 9 grade students will begin to learn and apply the tools of self-reflection and self-assessment, as part of a Personalized Education Plan.

10^th Grade

A key component of 10^th grade is mastering fundamental English skills and passing the California High School Exit Exam – on the first try!  Our regular 10^th grade English curriculum is linked to the World History curriculum and focuses on literature from around the globe, predominantly in translation.  Our 9^th/10^th Integrated class will operate on a two-year rotating schedule, one year linking to World History, and another year linking to an accelerated 9^th grade curriculum.  All 10^th grade students will continue to learn and apply the tools of self-reflection and self-assessment, as part of a Personalized Education Plan.

STANDARDS for 9^th and 10^th Grade (California Department of Education)

In the 9^th and 10^th grades, students continue to apply the knowledge and skills acquired in the earlier grades but in more refined and sophisticated ways.  In some cases standards address new goals, such as mastering appropriate interviewing techniques.  Regardless, emphasis continues to be centered on analyzing literature in greater depth, analyzing career-related and other informational discourse, completing more complex writing assignments, and giving more extensive oral presentations.  Some strands include: Word Analysis, Fluency, and Systematic Vocabulary Development (Reading 1.0), Writing Applications – Genres and Their Characteristics (Writing 2.0), and Listening and Speaking Strategies (Listening and Speaking 1.0).

11^th Grade

A key component of 11^th grade is mastering the high school curriculum in all subject areas and beginning to plan for college. The 11^th grade English curriculum is linked to the American History curriculum and focuses on literature from the United States, and some British, Irish, and English literature from around the world.  All 11^th grade students will apply in greater depth the tools of self-reflection and self-assessment, and will begin mentoring younger peers in the Personalized Education Plan area.

12^th Grade

A key component of 12^th grade is preparing for college and careers.  The 12^th grade curriculum focuses on research skills and how English skills are manifested in the real world, especially speaking and listening, and practical reading and writing.  Students will participate in various units of study involving psychology, political science, economics, future studies, and various aspects of vocational education.  A primary theme for the year is the Senior Project, which should be a culmination of the student’s work in high school.  In keeping with the self-reflection and self-assessment skills learned starting in 9^th grade, the 12^th grade student will be a master of the Personalized Education Plan

STANDARDS for 11^th and 12^th grade (California Department of Education)

The standards for the 11^th and 12^th grades are the pinnacle of all the standards for the language arts.  Most of the standards at this level are sophisticated extensions of the knowledge and skills previously targeted in the earlier grades.  They highlight several interrelationships among the different domains of language arts: reading, writing, written and oral English language conventions, and speaking and listening.  Some strands include: Reading Comprehension – Focus on Informational Materials (Reading 2.0), Writing Applications – Genres and Their Characteristics (Writing 2.0), and Written and Oral Language Conventions (Written and Oral Language Conventions 1.0).

Classic and Contemporary Literature

In addition to the lists of books in the PHS English Department collection, individual teachers will add a variety of individual novels and plays, as well as file copies of various stories, poetry, articles, essays, and miscellaneous readings.  Of value here is to note that while we expect to maintain adherence to common classics, we also are adding to the general Department curricular library literature that reflects contemporary social issues and the world our students occupy.

Writing Program Components

Below are listed many of the modalities through which students will explore writing.  We intend to follow the writing expectations laid out by the California Department of Education, in relation to skills objectives.  These include: Organization and Focus, Research and Technology, and Evaluation and Revision.  These skills are honed by writing: biographical or autobiographical narrative, responses to literature, expository compositions including analytic essays and research reports, persuasive compositions, business letters, and technical documents.

At PHS we expect to cover each of these areas and modalities while building an observable arc of development from one grade to the next.  For example, freshmen have historically written a Career Research Project, sophomores a Social Issues Research Project, juniors a Biographical Research Project, and seniors the Senior Project.  We expect that at each level, students will increase their output in the following ways: pace and length of written work, editing process as natural part of writing process, complexity of ideas and persuasion, clarity and cohesion of organization, and originality of voice.

PHS English students should expect to write regularly and often, and edit their work regularly and often.  Generally, freshmen will produce 1-2 substantial written works per month (2-3 pages), sophomores will produce 2-3 substantial written works per month (3-4 pages), juniors will produce 2-3 substantial written works per month (4+ pages), and seniors will produce 3-4 substantial written works per month (4+ pages).  Every grade should expect to produce at least two major research pages per year (ranging in length from 5-15+ pages depending on grade level).  While quantity alone is not the mark of achievement, we recognize that frequent writing practice is in the best interests of our learners.  Our most important aim is to instill in every student an understanding that good writing opens many real-life doors.  Most importantly, we embrace the old adage, “writing is re-writing.”

Some writing is designed to elicit ideas, and therefore is not dictated by the conventions of grammar.  Other writing must be of the highest grammatical standard, with regular audience within the PHS community.  A Department-wide effort to produce and publish student work will cross the grade levels.

Responses to Literature

Students can expect to read all genres of literature in a variety of forms by well-known authors.  They are challenged to read for comprehension and will prove their understanding through a variety of analytical, synthetic, and evaluative writing prompts.  While students will take multiple choice tests and do short answer questions based on their reading, they will also learn to write essays in response to the literature they read.

The Essay

Students will learn to write a standard essay and several variations on the essay.  They will explore descriptive, narrative, analytical, and expository essays forms, but focus particularly on the persuasive essay.  While we will teach the standard five paragraph essay and other fundamental components of traditional writing, we will encourage the students to go beyond these conventions and seek alternatives that will still achieve their rhetorical purposes.

Research

Students will learn the fundamentals of research paper writing and develop research skills in a variety of media.  They will learn the value of standing on the shoulders of giants and giving credit where credit is due.  They will learn and apply the scientific method of developing, testing, and analyzing their hypotheses.  Each year of high school they will participate in one or more research assignments, culminating in the senior project which will be presented to the community of Pescadero.

Particular attention will be paid to the issues of intellectual honesty and academic integrity.  Students will be taught what plagiarism is, what it means, and how to avoid it.  They will learn how to simply give credit where credit is due, and proper methods for bibliographic citation.  In addition to using MLA or APA formatting, they will learn to reference in writing, that is citing their sources in the text of their papers.

Creative Writing

Students can expect to write in variety of creative voices, genres, and styles.  They will write journal entries or “freewrites” on various prompts, articles, stories, poetry, and topics or modes of their own choosing.  Beyond writing, students will be encouraged to express their creativity in class presentations, in using various media, and in creating various products of their own inspiration.

Rhetoric

In addition to developing skills in the writing of persuasive essays, students will also learn to identify and describe how rhetoric is used in the media, by politicians and ideologues, and in all expressive modes.  Further, students will learn debate and public speaking skills and how to employ rhetorical techniques to advance their own ideas.

Student Publications

Students will be expected to produce several pieces of writing of publications each year.  These projects will take the form of student or community newspapers, school literary journals, off-campus publications, and possibly the yearbook.  Students will learn about journalism and communication, news writing, editing, and a variety of publication skills, including page layout and internet publishing.

Contests and Scholarships

Students will have the opportunity to enter and apply for a wide variety of writing contests and college scholarships.  They will be given class time and a class grade for participating in assignments which will lead to possible money and resume items.

Listening/Speaking/Reading Program Components

At PHS, students in the English classes are expected to practice their public listening and speaking skills.  This is accomplished in a number of ways: class discussions, Socratic seminars, formal presentations, note-taking during lectures or presentations, and structured debate, among others.

Some examples, and their pedagogic rationale:

Socratic Seminars utilize highly developed question and inquiry techniques, and are particularly well known for creating positive listening skills and the attending critical thinking skills that they elicit.

Structured debate allows for a fun way to tackle topics of all kinds.  Formal debating techniques demand that participants substantiate any and all input with strong evidence, and an ability to anticipate counter-argument.  This is a skill students can take with them into college beyond, and into many areas of professional life.

Current events analysis asks students to pay attention to real-world relevant events.  This necessitates an interaction with common language-demanding sources such as newspapers, magazines, websites, documentary films, and television news programs.  Regular exposure to these diverse media give students an opportunity to place themselves in a larger global context, and begin thinking more deeply about the world around them, and their role in it.

Academic and Behavioral Expectations/ Standards

All students are expected to be respectful and responsible – of/for themselves, to the teacher, the class, the classroom, the school, and the community.  We will make an effort to teach manners and the virtues of being polite, and, conversely, the woes of bad manners and the evils of being rude.

All students are expected to try for the highest grade possible and to exhibit the highest level of intellectual curiosity and academic integrity at all times.  Students will learn the value of effort, doing one’s best work, and being consistent.  Inquiry methods of learning will encourage auto-didacticism and the development of self-learners.

Mentoring

We are proposing a district-wide mentoring program that will benefit our students in several ways.  First, as they mentor other students, perhaps as teachers themselves, they will learn more about their subject matters, and more about learning in general.  Second, they will develop communication skills, a sense of responsibility, and more connection to their community.  Third, as they are mentored, they will learn what to expect in the future and how to succeed.

We propose the following model.  All 12^th graders should mentor 7^th graders, 11^th graders should mentor 6^th graders, 10^th graders should mentor 5^th graders, 9^thth graders, and 8^th graders should mentor 3^rd graders.  1^st and 2^nd graders would not yet participate in the program.  11^th and 12^th graders would find or be referred to mentors in the community.  This could take place by letter, phone, or the internet as well. graders should mentor 4

The 5 year gap allows for a significant difference in age to give the mentor significant education and experience to share.  The mentors would be trained in grade level standards as well as effective teaching techniques.  Ideally, the adult mentors for high school students could eventually coach them on their Senior Projects and/or guide them in various college and career choices.

Grading and Feedback Policy

Assessment

In order to know the strengths and weaknesses of our students – fundamental to being an effective teacher – it is necessary to assess their levels of ability from the beginning and monitor their progress throughout the course.  Therefore, a number of pretests will be given at the beginning of each semester.  In addition to widely available comprehensive testing instruments (to be adopted), we will give simple writing prompts and have students read aloud to assess their skill levels in writing and reading.

Principles

Students should read and write every day, and this work should be monitored.  Ideally, every student should receive some form of feedback every day.  Realistically, this feedback will come most often in the form of verbal coaching.  Additionally, we will strive to grade, give comments on, and return one essay per student per week.  This coaching and regular feedback will guide each student to make improvements in the reading and writing ability.

Marking of papers

It is important that students receive regular and meaningful responses to their work.  As English teachers, we agree to compare and standardize our techniques in marking papers so as to let students know there is departmental consistency in what we look for and value, and what our standard of excellence is.  We will mark spelling and grammar errors, but also make a variety of specific and general comments on the papers we grade.

Peer Evaluations

Proofreading and feedback can also be done by fellow students.  Using particular rubrics or scoring guidelines, students will occasionally evaluate each others papers, albeit this will be for purposes of improvement, not for grading.

Rubrics

While these may vary according to the assignment, the English department will attempt to standardize our scoring guidelines for grading papers.  Most commonly, we will use a four point grading scale (consistent with letter grades) or a ten point scale (consistent with percentage grading), both of which can weighted.  Where appropriate, we may employ the scoring guidelines (usually a 9 point rubric) used in evaluating Advanced Placement essays.  Students will be trained in the use of scoring guidelines so they can accurately evaluate each others’ work.

Grading

As with the above-mentioned components, teachers in the English department will compare notes and techniques to standardize our grading practices.  The goal is for students to see consistency within the department, and ideally within the school.  They should not perceive that one teacher is an easier or harder grader.  Further, we grade cognizant of grade-level standards – ability counts.  A student that is significantly below standard should not get an A.  However, we also recognize the value of effort.  Students will be rewarded for their consistent and diligent efforts.  We seek to constantly monitor our grading practices so as to emphasize high expectations, fairness, consistency, and accuracy.

Personalized Education Plan

In addition to assessing each student’s particular strengths and weaknesses in order to effectively teach them, we also plan to develop a system for personalizing the educational experience for each student.  Just as Special Education students have an “IEP,” we seek to create an individualized educational plan for each student.  This will involve creating a file or portfolio with various assessments, evaluations, and plans for monitoring a student’s progress in school and directing their interests and abilities beyond school.

Key to this concept is that each learner becomes a partner in regularly evaluating his or her performance, in relation to personal goals – academic, behavioral, and future-oriented.  It is our contention that a learner who practices self-knowledge – in the form of honest self-observation – is a learner that will see education as a life-long experience.  If students see teachers as the sole authorities on their performance, then they will be limited as they go forward in life – in the areas of self-awareness and self-advocacy.  We want our students to take responsibility for their learning, feel safe highlighting their weaknesses and celebrating their strengths, and generally seeing grades as a tool for meaningful personal improvement.

Project-Based Learning

Some of these projects are described below in the section on computer-based learning, but they will include various research projects, student publications, local history projects, interdisciplinary projects in other subject areas, debates and public speaking, letter and email writing, multi-media presentations, field trips, guest speakers, theatrical performances, and various community projects.  Consistent with the idea of projects, where possible thematic units of study will use various related works in a single project.

Project-based learning is a pedagogic theory, backed by many years of research and observation.  The premise is that an essential (i.e. real-life) question that comes from the students allows for the greatest learning potential, and requires a real-world process of: inquiry, planning, researching, action, re-working, presenting, and reflecting.

Computer-Based Learning

Particularly for the 12^th grade English class, there will be an increasing emphasis on computer-based learning.  Primarily, this will involve using the internet as a research tool, but it will extend to developing online course platforms using threaded discussions, blogs, wikis, possibly social networking, text messaging, podcasts, and a variety of multimedia applications and features.

Rather than struggling with students over their use of “electronic devices,” eventually we seek to use them as learning tools.  Of course, this creates an uneven playing field as not all students have the same access to technology, but we will design lessons that are variously delivered and allow various means of input and output.  For example, a student could receive a lecture in class or by podcast.  A student could turn in a paper or email the teacher.  A student could stand in front of class to give a presentation or show a video.  In all cases, the goal is to show students how to use technology to learn – rather than as a distraction.

Thus, in addition to teaching research techniques and properly citing sources, as resources become available, students can start to learn to design web pages, build wikis, participate effectively in blogs and threaded discussions, and develop multimedia presentations using the computer.

Currently, we have two carts of 15 Macintosh laptops and there are various desktop computers throughout the school.  It is important to use more than on platform (Mac, Windows, etc.), and it is necessary to upgrade equipment on a regular basis.  Beyond this, it is important to plug student involvement into the district’s overall IT (Information Technology) plan.  It is probably advisable to consider computer and peripheral purchases in the near future.

Constructivist Theory and Social-Emotional Development

Along with project-based learning (its own pedagogic tool), the PHS English Department will strive to practice constructivist theory in the classroom.  Constructivist theory is often summed up as “teaching for understanding.”  At its heart, it acknowledges the learner as a participant in creating knowledge and making meaning, not simply as a recipient of knowledge from outside herself.  Thus, knowledge has staying power in the development of a child when it has come through personal meaning making – essentially when a learner seeks to make sense of the world around him/her.  A teacher provides support, exhaustive examples, guidance, insight, story of his own, and a safe place to make meaningful mistakes.  A child who possesses authentic understanding will be able to: problem solve, analyze critically and with an eye toward posing essential questions, and apply flexible higher order thinking techniques to all subject areas and see their connections.  A sign that a child truly understands comes most often in the form of demonstrations, presentations, or other types of exhibitions – as though becoming the teacher him/herself.

Social-emotional development recognizes that learners operate within developmental phases, and these phases are the most sensible guideposts by which to shape their learning experience.  Core to this concept is that children are constantly changing – physically, psychologically, emotionally, mentally, and even spiritually.  In some cases, a spread of just half a year or year is like night and day.  The young seventh grader is often much closer emotionally to his sixth grade friends, while the older seventh grader is most often anticipating the larger (and sometimes scarier) world of high school life.  While seemingly common sense, as PHS English teachers, we expect to remain sensitive to these natural changes, and shape our teaching styles accordingly.  In essence, an adolescent is developmentally a socially and emotionally dynamic learner – and needs humor, safety, and patience from his teachers.  This thinking is in line with the well-known work of Lev Vygotsky, who proposes a zone of proximal development – placing a child’s emotional reality as the beginning point to meaningful learning.

Brain-Based Learning

In connection with social-emotional development research, brain-based learning also places great emphasis on the growing and changing physical body of the child.  Tremendous strides have been made in brain research over the last ten years.  Attending the “Learning and the Brain” conferences (sponsored by Stanford and Harvard) some of the PHS English staff have gained insight into the development of the brain and how learning can be optimized accordingly.  This exciting research reminds us that the child’s brain is not fully developed, nor fully formed for the highest mental functioning (such as being able to anticipate consequences for actions), until well into a person’s early twenties.  The result of brain research has been a great variety of exciting curriculum designed for use at all levels of the K-12 experience.  Many teaching lessons will be designed with brain development in mind, enriching the experience of every learner with new insight into how the body changes and develops in the first 20+ years of life.  Techniques exist for creating as much synaptic connection in the brain, and for encouraging what is called “plasticity” – the ability of the brain to adapt to and incorporate new input from new experience.  Interesting to note, for example, is that the human brain has never been wired for reading.  Our brains have had to adapt to this skill, and form new synaptic connections between brain areas in order to optimize this experience.  Additionally, brain research shows that an emotionally stable child is more likely to learn because his brain is more readily producing the necessary neurotransmitters for highest functioning.

Field Trip and Guest Speakers Component

Students in the insular world of the small town, rural high school can benefit enormously from exposure to the outside world.  While Pescadero is a small town in the country, it is within an hour’s drive of San Francisco, Santa Cruz, and Silicon Valley, including Stanford, Berkeley, and other important colleges, universities, and educational venues.  Thus, we plan to take several field trips each year to expose students to programs and opportunities outside the little world of Pescadero.

In addition to taking students out of school, we plan to bring experts in and use the considerable talent available in the area of our school district.  Thus, we plan to have several guest speakers come throughout the year.  To do this, we will make a list of the human resources in our area, link their knowledge and experience to particular curricular units of study, then invite them to come speak to the students in the context of certain lessons.

Interdepartmental and Interdisciplinary Suggestions

The English Department at PHS promotes working with other teachers and other departments to develop interdisciplinary projects and instructional units.  We seek to create assignments that allow students to get credit in both their English class and other academic subjects.  We offer to help students with their writing projects in other classes and make this work part of our curriculum.

In order to achieve the district goal of developing a broad-based writing program, we encourage our colleagues to share their curricula and develop points of interaction where students can get dual credit for their writing efforts.

Specifically, research papers in all subjects, history reports, science lab reports, written math investigations, and translations from Spanish, etc. for their foreign language classes.  Ideally, as certain units of study come up throughout the year, students could experience interdisciplinary lessons where the subject matter overlaps.

This is particularly easy with English and Social Studies.  Already, 10^th grade English is designed to cover World Literature so as to correspond with World History, also in the 10^th grade.  Similarly, 11^th grade English is designed to cover American Literature so as to correspond with United States History, also in the 11^th grade.

Further, we offer to help develop writing and formatting standards for all writing assignments produced by PHS students.  Thus, the English department plans to share our marking practices with our colleagues and begin to develop a consistent strategy for feedback, assessment, and evaluation.

Elementary and Middle School Articulation

Students finishing the eighth grade should be prepared for high school.  If they have not mastered the eighth grade standards, they should at least have been exposed to them.  They should have had exposure to works at the eighth grade reading level, and they need to have a strong vocabulary.  They should be used to using dictionaries, thesauri, and other reference materials for find information they need.

Thus, it is necessary for the high school English department to communicate with fellow English teachers in the feeder middle and elementary schools.  This can be important in selecting core literature, vocabulary development, and other progressive or sequential learning strategies.

In addition to school-wide faculty meetings, we should have departmental meetings to discuss the particulars of certain subject areas.  Departments should share their practices at each grade level and decide of a few aspects of learning to build sequentially for our students over the years of their school experience.  Standardization of assessment and grading practice should also be discussed, as well as the particulars of individual students.

Writing is Re-writing

This is a living document and it will be revised annually as part of personal and department reflection.  If you have any questions, suggestions, comments, or ideas that would help improve this document, the English Department, or Pescadero High School, please do not hesitate to let us know!

FYI, here are the California Content Standards for English (grade 11):

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

Vocabulary and Concept Development

1.1 Trace the etymology of significant terms used in political science and history.

1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.

1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information.

Structural Features of Informational Materials

2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.

2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations.

2.5 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

Expository Critique

2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.Narrative Analysis of Grade-Level-Appropriate Text

3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both.

3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.

3.5 Analyze recognized works of American literature representing a variety of genres and traditions: Trace the development of American literature from the colonial period forward. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period.

Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare’s tragedy Macbeth).

3.7 Analyze recognized works of world literature from a variety of authors:

a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern).

Relate literary works and authors to the major themes and issues of their eras.

Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

Literary Criticism

3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women’s role in organized labor). (Political approach)

3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. (Philosophical approach)

Writing GRADES ELEVEN AND TWELVE

WRITING

1.0 Writing Strategies

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process.

Organization and Focus

1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.

1.2 Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.

1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.

1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.

Research and Technology

1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

1.8 Integrate databases, graphics, and spreadsheets into word-processed documents.

Evaluation and Revision

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

2.0 Writing Applications (Genres and Their Characteristics)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grades eleven and twelve outlined in Writing Standard 1.0, students:

2.1 Write fictional, autobiographical, or biographical narratives:

Narrate a sequence of events and communicate their significance to the audience.

Locate scenes and incidents in specific places.

Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.

Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.

Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

2.2 Write responses to literature:

Demonstrate a comprehensive understanding of the significant ideas in works or passages.

Analyze the use of imagery, language, universal themes, and unique aspects of the text.

Support important ideas and viewpoints through accurate and detailed references to the text and to other works.

Demonstrate an understanding of the author’s use of stylistic devices and an appreciation of the effects created.

Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.3 Write reflective compositions:

Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).

Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.

Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

2.4 Write historical investigation reports:

Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition.

Analyze several historical records of a single event, examining critical relationships between elements of the research topic.

Explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation.

Include information from all relevant perspectives and take into consideration the validity and reliability of sources.

Include a formal bibliography.

2.5 Write job applications and résumés:

Provide clear and purposeful information and address the intended audience appropriately.

Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension.

Modify the tone to fit the purpose and audience.

Follow the conventional style for that type of document (e.g., résumé, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document.

2.6 Deliver multimedia presentations:

Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).

Select an appropriate medium for each element of the presentation.

Use the selected media skillfully, editing appropriately and monitoring for quality.

Test the audience’s response and revise the presentation accordingly.

Students write and speak with a command of standard English conventions. Students write and speak with a command of standard English conventions.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions.

1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.

1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization.

1.3 Reflect appropriate manuscript requirements in writing.

72 1.1 1.1

Listening and Speaking GRADES ELEVEN AND TWELVE

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

Comprehension

1.1 Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

1.3 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Organization and Delivery of Oral Communication

1.4 Use rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.

1.5 Distinguish between and use various forms of classical and contemporary logical arguments, including:

Inductive and deductive reasoning

Syllogisms and analogies

1.6 Use logical, ethical, and emotional appeals that enhance a specific tone and purpose.

1.7 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging.

1.8 Use effective and interesting language, including:

Informal expressions for effect

Standard American English for clarity

Technical language for specificity

1.9 Use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation.

1.10 Evaluate when to use different kinds of effects (e.g., visual, music, sound, graphics) to create effective productions.

Analysis and Evaluation of Oral and Media Communications

1.11 Critique a speaker’s diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

1.12 Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

1.13 Analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

1.14 Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles’ radio broadcast “War of the Worlds”).

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grades eleven and twelve outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver reflective presentations:

Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion).

Draw comparisons between the specific incident and broader themes that illustrate the speaker’s beliefs or generalizations about life.

Maintain a balance between describing the incident and relating it to more general, abstract ideas.

2.2 Deliver oral reports on historical investigations:

Use exposition, narration, description, persuasion, or some combination of those to support the thesis.

Analyze several historical records of a single event, examining critical relationships between elements of the research topic.

Explain the perceived reason or reasons for the similarities and differences by using information derived from primary and secondary sources to support or enhance the presentation.

Include information on all relevant perspectives and consider the validity and reliability of sources.

2.3 Deliver oral responses to literature:

Demonstrate a comprehensive understanding of the significant ideas of literary works (e.g., make assertions about the text that are reasonable and supportable).

Analyze the imagery, language, universal themes, and unique aspects of the text through the use of rhetorical strategies (e.g., narration, description, persuasion, exposition, a combination of those strategies).

Support important ideas and viewpoints through accurate and detailed references to the text or to other works.

Demonstrate an awareness of the author’s use of stylistic devices and an appreciation of the effects created.

Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

 

 

Second Semester

All classes will continue creating editions of the P-Town Post, but instead of Journalism, we'll be focusing on poetry, stories, and oral history interviews.  Instead of daily Freewrites we will be writing letters, weekly Vocabulary Quizzes will change slightly, and occasional KPDO recordings turn to children's stories.  Importantly, we'll continue with occasional test preparation activities, especially the CAHSEE for 10th graders and the SAT for 11th graders!

Ninth & Tenth grade classes will start with some textbook assignments, then we will be reading stories by Matt de la Pena and Francisco Jimenez - both authors will be coming to Pescadero High School in the spring!

Eleventh grade will focus on drama, and we'll be reading plays almost everyday in class (and for homework).  Also, eleventh grade students will have a "Junior Project" research paper due during the spring semester.