English-Language Arts (ELA) DepartmentAll faculty listed below can be contacted by e-mail by typing the first letter of their first name followed by their last name and the school address (e.g. prooney@djusd.k12.ca.us.)Or by calling the school number (757-5454) and the extension [#] number following the teacher’s name below. Also, if the teacher’ name is underlined, you may click on the name to link to that teacher’s web page.
Davis Joint Unified School District Mission StatementIt is the Mission of the Davis Joint Unified School District, in partnership with parents, to provide a quality educational program for all students that develop the knowledge, skills, abilities, and values for our students to reach their full potential. The District will advance appropriately challenging academic standards for every student, which will promote the highest possible academic achievement for each student.Safe Environment The District will provide a safe and secure environment on every campus where standards for behavior will be clearly defined, communicated, and enforced.Staff Development The District will provide a comprehensive staff development program for the purpose of continual improvement of staff effectiveness leading to high academic success for all students.Facilities Improvement The District will continue to upgrade facilities and build additional schools to provide appropriate teaching/learning environments that support student achievement.Technology Resources will be provided for technology designed to improve student academic achievement and vocational competency, and to support staff in meeting the challenges of the 21st century.Diversity Students will, through a variety of academic and social experiences, become more aware of the diversity of our community, state, nation, and world; and will learn to appreciate differences and understand the commonalities between all people.Vocational Skills The District will provide opportunities for students to develop contemporary vocational skills necessary to succeed in the world of work.
Davis Joint Unified School District Board Policy ARTICLE III EDUCATIONAL PROGRAM Page 1 of 5 SECTION 3.4 CLASSROOM ORGANIZATIONS AND MANAGEMENT Section 3.4-4 Homework Policies Section 1: Philosophy 1. It is the belief of the Davis Joint Unified School District that students through well-defined homework experiences directed by teachers and supported by parents can make significant educational gains. Homework is defined as school related and assigned work completed beyond the regular school day. The teacher, as the educational professional, directs the classroom; thus the school and classroom setting is the primary and most effective teaching and learning environment. Homework supplements and complements the teacher’s instruction. Section 2: General 1. The determination of specific homework assignments and the amounts of homework appropriate for the teacher and/or school shall make a particular student official. The simple existence of this policy does not require homework be assigned. a. Homework shall be an extension of class instruction. Key concepts should be introduced in class prior to the assignment of homework. b. Homework shall reinforce classroom learning objectives and district standards. c. Required assignments should generally be appropriate to the ages and abilities of the students in the class or for that board-adopted curriculum/course. d. Homework assignments shall concentrate on areas or subjects of demonstrated student need. Teachers may vary homework assignments amongst students accordingly. e. The type of school work assigned as homework should generally be that which a typical student for that class can be reasonably expected to accomplish outside of the classroom, independent of further teacher direction or teacher instruction. However, it can be appropriate for a student to need some parent support to complete the homework. 2. Communication between parents and teachers concerning homework should be encouraged. Examples of communication include such things as voicemail, newsletters, web pages, email, window postings in and out of the class, academic calendars and planners.
Davis Joint Unified School District Board Policy ARTICLE III EDUCATIONAL PROGRAM Page 2 of 5 SECTION 3.4 CLASSROOM ORGANIZATIONS AND MANAGEMENT Section 3.4-4 Homework Policies Section 3: Long-term homework assignments Homework assignments that are assigned over more than ten-days are considered “long-term (examples: large individual projects; group projects; large papers) and have these guidelines. 1. Assignments are efficiently designed to provide a proportionate learning benefit for students relative to the time required for students to complete the assignment. 2. Teachers shall provide clear, written directions for assignments. These directions to students should include all relevant information, such as the due date, the required length (if any), any required format specifics, and any planned checkpoints. Teacher expectations should be clearly described. 3. Long-term assignments shall be given with a timeline that does not require a student to do all or most of the assignment during a school vacation period or holiday. 4. Assignments for the course/grade level are age, grade, and ability appropriate. 5. The assignment’s relationship to the district standards should be clear. 6. Long-term assignments include periodic progress checks with monitoring and feedback by the teacher. 7. Penalties for late completion or non-completion of work will be clearly delineated by the teacher. 8. Students can complete the assignments with a minimum of adult assistance. 9. Classroom instructional time should be given at the onset of projects to assist students in understanding and starting the project satisfactorily. 10. The time needed to accomplish long-term assignments should be integrated into the total time needed for all homework assignments, short and long term. III. In grades K-9, the time outside of school needed to complete projects shall not add more time to the total homework maximum time. ARTICLE III EDUCATIONAL PROGRAM Page 3 of 5 SECTION 3.4 CLASSROOM ORGANIZATIONS AND MANAGEMENT Section 3.4-4 Homework Policies 12. Although art may be a part of an assigned project in a non-art class, the evaluation of the project should not penalize students who lack strengths in using art as a medium of expression. 13. If computer or internet-based research is assigned with homework, then an adequate amount of time in school or access at school or in a library shall be provided to accommodate those students who do not have access to computers or the Internet at home. Section 4: Student Responsibilities 1. Students are accountable for homework assigned. 2. Secondary students not understanding the homework should, in a timely way, initiate contact with the teacher or other knowledgeable person to clarify the expectations for the homework assignment. Section 5: Evaluation and Return of Homework 1. Assignments shall be evaluated by the teacher/designee. 2. To provide optimum student learning, homework should be evaluated and returned to students within a reasonable time after the work is turned in to the teacher. What is reasonable varies according to the type of homework and amount of evaluative feedback the teacher provides for that assignment. Depending upon the nature of the assignment, grade level and curriculum, the amount and type of evaluation will vary considerably, from a simple acknowledgment that the work was done, to more extensive feedback. Feedback should be timely and clear enough so that the student can meaningfully incorporate that feedback into subsequent related class/course work. 3. Teachers are expected to tell students specifically when they could expect homework assignments to be returned to the students. Section 6: Absences 1. Students who miss schoolwork because of an excused absence shall, upon a timely request, be given the opportunity to complete all assignments and tests that can be reasonably provided, for full credit. As determined by the teacher, the assignments and tests can be reasonably equivalent ARTICLE III EDUCATIONAL PROGRAM Page 4 of 5 SECTION 3.4 CLASSROOM ORGANIZATIONS AND MANAGEMENT Section 3.4-4 Homework Policies to, but not necessarily identical to the assignments and tests missed during the absence. The school staff determines what are reasonable deadlines for accomplishing such make up work. Section 7: Maximum Amount and Coordination of Homework 1. The amount of the time needed for students to satisfactorily complete grade level homework will vary depending upon several factors, including but not limited to the student’s age, prior academic achievement, capabilities, motivation, parent support, and type of curriculum in which the student is enrolled. Within that context and as a general guideline, the maximum average total daily amount of short term homework assigned to a typical student, Monday through Thursday, would not be expected to exceed the times below. This policy does not preclude a teacher from providing to students at one time all assignments that will be due within a given week or more. The time limits take into account differing levels of academic rigor. These times include any family reading activities as well as long-term assignments. •K, 10 minutes (reading time) •For 1st grade, 10-20 minutes •For 2-3 grades, 20-40 minutes •For 4-6 grades, 40-75 minutes •For 7-8 grades, 1.5 – 2 hours •For 9th grades, 1.5 – 2.5 hours •For 10-12 grades, 2-3 hours if enrolled in six academic classes* * These maximums do not necessarily apply to courses designated as Advanced Placement or Honors. 2. New assignments given on the last school day of a school week may not be due on the first day of the next school week. 3. The teacher is expected to make professional judgments regarding how much time assignments, especially projects, will take relative to the learning benefit expected by the teacher. 4. When a student has more than one teacher, teachers and staff are encouraged to coordinate the collectively assigned homework so that the total amount of homework for a student is consistent with the above guidelines. Teachers and principal/designee are expected to appropriately coordinate assigned homework with school-site or grade level testing. Secondary teachers are encouraged to schedule due dates for projects at least a week prior to any scheduled midterm or final examinations. ARTICLE III EDUCATIONAL PROGRAM Page 5 of 5 SECTION 3.4 CLASSROOM ORGANIZATIONS AND MANAGEMENT Section 3.4-4 Homework Policies Section 8: Overall Guidance and Support 1. The principal/designee is expected to review and evaluate with teachers, as needed, the district’s policy and procedures regarding homework and information regarding effective homework assignments and procedures. 2. The District’s Educational Services Division shall provide to principals and teachers examples of how homework throughout a school could be coordinated. 3. A question assessing the appropriateness of the amount of homework assigned shall be included in an annual school survey of parents. III. ELA-related school and department policies PHILOSOPHY OF EDUCATION Davis Joint Unified School District We believe that our public schools are entrusted with developing in all our students the knowledge, skills, character, and values of discipline, responsibility, effort, honesty, fairness, and a desire for life-long learning, all of which are needed to manage one’s life and to serve society’s best interests. We believe that all students are entitled to develop their individual powers of intelligence: to think, to know, to reflect, to observe, to imagine, to appreciate, to question, and to judge. Such development should occur in a safe and nurturing environment. We believe public education enhances the common good by instilling in its students a sense of the nation’s history and tradition and the connection between the past, the present, and the future. Moreover, public education should educate the students not only to recognize, but also to appreciate the diversity that enriches our world. Finally, public education should instruct the students in the rights and responsibilities of citizens in a free, democratic society. As trustees of the Davis Joint Unified School District, we recognize that parents, students, the community, and the public school system all share in the responsibility of public education. COMPLIANCE WITH TITLE IX Title IX is the portion of the Education Amendments of 1972 which prohibits sex discrimination in federally assisted education programs. Specifically, Title IX states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” In an effort to comply with Title IX, the Davis Joint Unified School District affirms that no person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity. The Davis Title IX Advisory Committee assists with implementation District Title IX policy. PROMOTION/ RETENTION POLICYEach spring, test scores and student grades will be reviewed to determine if students have met the District criteria for promotion to the next grade level. According to District policy and new legislative mandates, promotion is determined primarily by academic performance, although regular student attendance is recognized as being an integral part of acceptable academic performance. Students who fail two or more required academic courses may be considered for retention. Students with a grade of D or F in certain courses (Math, Foreign Language, Science) may be required to retake the course either in summer school or during the following school year in place of an elective. SPECIAL INTERVENTION PROGRAMSReading skills development is a program for students who are not meeting grade level standards in reading. This program has reduced student-teacher ratio. Priority in class placement goes to 7th grade students. Placement decisions will be based on student assessment data and teacher recommendations and will be reviewed by the school’s Student Study Team and/or Literacy Team. Special Education programs are available for students who qualify. Students are placed in these programs by an Indivdualzed Education Plan (IEP) team. English language learners may receive program modifications or specially designed instruction to support their acquisition of English and other subjects. English Language Development and opportunity classes may be provided for students who are in need of a smaller, more supportive environment. Students who are in need of more indvidual learning environments can access a limited number of Title I programs and Learning Center classes. Within the District, other programs such as Independent Study are available for students with unique circumstances.
GIFTED AND TALENTED PROGRAM (GATE) There will be GATE classes available to eligible students in Grades 7, 8 and 9. Students must be GATE identified by the Davis Joint Unified School District. The District GATE Coordinator assigns students to the GATE program. A self contained GATE program will be offered at Holmes and the New Junior High School and a high achieving /GATE program will be offered at Emerson. Holmes ELA Department Reading PolicyIn addition to the assigned readings in ELA classes at Holmes, students are expected to read books for extended reading (books related to the same theme as the assigned readings) and for recreation each quarter. ELA teachers will set standards for the amount of reading each student must complete each quarter, and parents will be asked to monitor and verify the student’s outside reading efforts. Parents can assist their children in selecting books. We have provided the California Department of Education’s annotated web site for recommended reading for your convenience on this web page. IV. What can you expect in Grade 7? The ELA Department considers Grade 7 as the first step on a three-year journey through English-language arts at Holmes Junior High. The expectations listed below are, by design, general and should apply to all ELA classes in Grade 7. However, individual Grade 7 teachers may elaborate, amend, or further clarify these expectations as they relate to their individual classes. When in doubt, please ask your teacher for a more personal and specific explanation of expectations. Organizational expectations: ELA students are expected to attend, to be prepared, and to participate in their English 7 class. Good attendance is important to school success, especially when tests are scheduled and long-term projects are due. If you are absent, you are expected to ask the teacher for the work that you missed and finish it within the time allowed by the teacher. Students are expected to bring the necessary materials to class that will allow them to be successful. For ELA classes, these materials include, but are not limited to, a means of collecting and keeping written work (e.g., a three-ring binder), binder paper for writing, and pens and pencils to write. If textbooks are individually issued, students are expected to keep track of the books, cover them for protection, and bring them to class when required. Students are expected to follow all school and classroom rules and show respect for themselves, others, and property at all times. Expectations for reading: The Grade 7 ELA goal for reading is part of a three-year Holmes Junior High reading goal that students are able to read and understand grade-level material appropriate to their grade level. The literary focus for Grade 7 is world literature. You should expect to do a lot of in-class and at-home reading in Grade 7. Some of the reading will be from the Prentice Hall Anthology, which includes short stories, poems, plays, and non-fiction works that your teacher may teach by genre (e.g., short story unit) or by theme (e.g., Meeting Challenges). The hardback anthology comes with a Reader’s Companion (paperback) that has additional activities related to the readings in the anthology. All of the Prentice Hall activities are Standards-based, which means that you will be practicing the kinds of skills that you will need to demonstrate that you have mastered later in the year on the STAR tests. In addition to the textbook, you will read, discuss, complete activities, and be evaluated on one or more of the following novels: Call of the Wild, Julie of the Wolves, Children of the River, or Samurai’s Tale. Finally, you will be asked to read beyond the assigned readings in class. See the “Holmes ELA Department Reading Policy” above or ask your teacher for more details. Expectations for writing: The Grade 7 ELA goal for writing is part of a three-year Holmes Junior High writing goal that students are able, upon exiting Grade 9, to write clear, coherent, and focused essays. The focus in Grade 7 is paragraph development, which will eventually help you to write essays in Grades 8 and 9. You will receive instruction, practice, and evaluation in one or more of the following writing genres: narrative writing, written response to literature, research report writing, persuasive writing, or summary writing. It is very likely that you will receive further instruction, practice, and evaluation in these types of writing in other classes (e.g., science, social studies, or foreign language) and also in Grades 8 and 9. Also, in Grade 7 only, you will be asked to complete a writing sample as part of your STAR testing requirements. In Grade 7, you will receive instruction, practice, and evaluation in preparation for this test. Expectations for listening and speaking: The Grade 7 ELA goal for speaking is part of a three-year Holmes Junior High goal that students are able to gather, organize, and orally present materials that are clear, focused, coherent, and appropriate for their listening audience. In addition, the Grade7 ELA goal for listening is part of a three-year Holmes Junior High goal that students are able to effectively evaluate the oral information they receive from other students in the class, the teacher, or some form of media. In Grade 7, you will be asked to deliver well-organized oral presentations in one or more of the following genres: narration, exposition, persuasion, or description. In addition, you will be asked to tell other students what you thought of their presentation, as well as show that you can analyze the effect a speaker or form of media has on an audience. Expectations for language study: The Grade 7 ELA goal for language study is part of a three-year Holmes Junior High that students are able to write and speak with a command of standard English conventions appropriate to their grade level. In Grade 7, you are introduced to many different aspects of English grammar. You will receive more practice with these different aspects in Grade 8, and then you will be expected to show mastery of these aspects by the end of Grade 9. In Grade 7, you will receive language instruction using both your own written work and other grammar materials. Some of the different aspects of English grammar that you will learn about in Grade 7 include, but are not limited to: parts of speech, sentence structures, spelling, capitalization, punctuation, and pronouns. V. What can you expect in Grade 8? The ELA Department considers Grade 8 as the second step on a three-year journey through English-language arts at Holmes Junior High. The expectations listed below are, by design, general and should apply to all ELA classes in Grade 8. However, individual Grade 8 teachers may elaborate, amend, or further clarify these expectations as they relate to their individual classes. When in doubt, please ask your teacher for a more personal and specific explanation of expectations. Please note: In many cases, the ELA Grade 8 classes are taught in a core with U. S. History by the same teacher. Organizational expectations: ELA students are expected to attend, to be prepared, and to participate in their English 8 class. Good attendance is important to school success, especially when tests are scheduled and long-term projects are due. If you are absent, you are expected to ask the teacher for the work that you missed and finish it within the time allowed by the teacher. Students are expected to bring the necessary materials to class that will allow them to be successful. For ELA classes, these materials include, but are not limited to, a means of collecting and keeping written work (e.g., a three-ring binder), binder paper for writing, and pens and pencils to write. If textbooks are individually issued, students are expected to keep track of the books, cover them for protection, and bring them to class when required. Students are expected to follow all school and classroom rules and show respect for themselves, others, and property at all times. Expectations for reading: The Grade 8 ELA goal for reading is part of a three-year Holmes Junior High reading goal that students are able to read and understand grade-level material appropriate to their grade level. The literary focus for Grade 8 is American literature. You should expect to do a lot of in-class and at-home reading in Grade 8. Some of the reading will be from the Prentice Hall Anthology, which includes short stories, poems, plays, and non-fiction works that your teacher may teach by genre (e.g., short story unit) or by theme (e.g., Meeting Challenges). The hardback anthology comes with a Reader’s Companion (paperback) that has additional activities related to the readings in the anthology. All of the Prentice Hall activities are Standards-based, which means that you will be practicing the kinds of skills that you will need to demonstrate that you have mastered later in the year on the STAR tests. In addition to the textbook, you will read, discuss, complete activities, and be evaluated on one or more of the following novels: The Pearl, The Giver, April Morning, or Across Five Aprils. Finally, you will be asked to read beyond the assigned readings in class. See the “Holmes ELA Department Reading Policy” above or ask your teacher for more details. Expectations for writing: The Grade 8 ELA goal for writing is part of a three-year Holmes Junior High writing goal that students are able, upon exiting Grade 9, to write clear, coherent, and focused essays. The focus in Grade 8 is beginning essay development, which will eventually help you to write more effective essays in Grade 9. You will receive instruction, practice, and evaluation in one or more of the following writing genres: narrative writing, written response to literature, research report writing, persuasive writing, career/workplace writing, or technical writing. It is very likely that you will receive further instruction, practice, and evaluation in these types of writing in other classes (e.g., science, social studies, or foreign language) and also in Grade 9. Expectations for listening and speaking: The Grade 8 ELA goal for speaking is part of a three-year Holmes Junior High goal that students are able to gather, organize, and orally present materials that are clear, focused, coherent, and appropriate for their listening audience. In addition, the Grade 8 ELA goal for listening is part of a three-year Holmes Junior High goal that students are able to effectively evaluate the oral information they receive from other students in the class, the teacher, or some form of media. In Grade 8, you will be asked to deliver well-organized oral presentations in one or more of the following genres: narration, exposition, persuasion, or description. Also, you will be asked to recite poetry in dramatic fashion. In addition, you will be asked to evaluate other student presenters, as well as show that you can analyze the credibility of a speaker or intent of a form of media. Expectations for language study: The Grade 8 ELA goal for language study is part of a three-year Holmes Junior High that students are able to write and speak with a command of standard English conventions appropriate to their grade level. In Grade 8, you will receive continued practice in many different aspects of English grammar. You will be expected to show mastery of these aspects by the end of Grade 9. In Grade 8, you will receive language instruction using both your own written work and other grammar materials. Some of the different aspects of English grammar that you will learn about in Grade 8 include, but are not limited to: parallelism, sentence structures, spelling, capitalization, punctuation, and editing skills. VI. What can you expect in Grade 9?The ELA Department considers Grade 9 as the last step on a three-year journey through English-language arts at Holmes Junior High. The expectations listed below are, by design, general and should apply to all ELA classes in Grade 9. However, individual Grade 9 teachers may elaborate, amend, or further clarify these expectations as they relate to their individual classes. When in doubt, please ask your teacher for a more personal and specific explanation of expectations. Please note: The ELA California State Standards for Grade 9 are combined with Grade 10. The Grade 9 State standards provided later on this web page have been altered to show which standards are the focus of which grade. The bold-print standards are the ones you will focus on in Grade 9, and the other plain-print standards will be addressed in Grade 10. Organizational expectations: ELA students are expected to attend, to be prepared, and to participate in their English 9 class. Good attendance is important to school success, especially when tests are scheduled and long-term projects are due. If you are absent, you are expected to ask the teacher for the work that you missed and finish it within the time allowed by the teacher. Students are expected to bring the necessary materials to class that will allow them to be successful. For ELA classes, these materials include, but are not limited to, a means of collecting and keeping written work (e.g., a three-ring binder), binder paper for writing, and pens and pencils to write. If textbooks are individually issued, students are expected to keep track of the books, cover them for protection, and bring them to class when required. Students are expected to follow all school and classroom rules and show respect for themselves, others, and property at all times. Expectations for reading: The Grade 9 ELA goal for reading is part of a three-year Holmes Junior High reading goal that students are able to read and understand grade-level material appropriate to their grade level. The literary focus for Grade 9 is the classics of literature. You should expect to do a lot of in-class and at-home reading in Grade 9. Most of what you will read will be in the form of core works and supplemental novels. Additional readings (short stories, poetry, plays, and non-fiction works) may come from the 9th-grade, district-adopted literature anthology from Holt. The core works that you will read, discuss, complete activities, and be evaluated on are: “Romeo and Juliet”, and To Kill a Mockingbird. You may read, discuss, complete activities, and be evaluated on one or more of the following supplemental novels: Shane, Fahrenheit 451, or Great Expectations. Finally, you will be asked to read beyond the assigned readings in class. See the “Holmes ELA Department Reading Policy” above or ask your teacher for more details. Expectations for writing: The Grade 9 ELA goal for writing is part of a three-year Holmes Junior High writing goal that students are able, upon exiting Grade 9, to write clear, coherent, and focused essays. The focus in Grade 9 is mastery of essay writing, which will eventually help you to write essays required on California’s High School Exit Exam (CAHSEE). You will receive instruction, practice, and evaluation in one or more of the following writing genres: narrative writing, written response to literature, research report writing, persuasive writing, career/workplace writing, or technical writing. It is very likely that you will receive further instruction, practice, and evaluation in these types of writing in other classes (e.g., science, social studies, or foreign language). Expectations for listening and speaking: The Grade 9 ELA goal for speaking is part of a three-year Holmes Junior High goal that students are able to gather, organize, and orally present materials that are clear, focused, coherent, and appropriate for their listening audience. In addition, the Grade 9 ELA goal for listening is part of a three-year Holmes Junior High goal that students are able to effectively evaluate the oral information they receive from other sources. In Grade 9, you will be asked to deliver well-organized oral presentations in one or more of the following genres: narration, exposition, response to literature, persuasion, or description. In addition, you will evaluate other students’ oral presentations, as well as show that you can analyze the how language and delivery affect the tone and mood of oral communication. Expectations for language study: The Grade 9 ELA goal for language study is part of a three-year Holmes Junior High that students are able to write and speak with a command of standard English conventions appropriate to their grade level. In Grade 9, you are asked to show mastery of different aspects of English grammar. In Grade 9, you will receive language instruction using both your own written work and other grammar materials. Some of the different aspects of English grammar that you will learn about in Grade 9 include, but are not limited to: clauses, sentence structures, spelling, capitalization, punctuation, and usage. VII. DJUSD Junior High ELA course descriptions for Grades 7, 8, & 9
Grade 7[Note: Teachers teaching each course in 2004-05 are listed within the brackets]
ENGLISH 7 [Bryant, Kelleher, Whitworth] Year - requiredPrerequisites: 7th grade standing
English 7 is a comprehensive language arts program, which focuses on the California State standards in reading, writing, speaking, listening and language skills using both standards based and the district adopted program, Prentice-Hall Literature. In literature study, students explore novels, short stories, plays, non-fiction, workplace documents and poetry. Novels available to study include, but are not limited to, The Call of the Wild, Julie of the Wolves, and Lupita Manana. Students are also expected to read widely in both fiction and non-fiction works, and to maintain a reading record. In the writing process, seventh graders work to develop written fluency, to extend sentence, paragraph and composition skills, and to sharpen their usage of English grammar and mechanics. Student’s writings consist of, but are not limited to, formal, informal, and personal responses, including preparation for the STAR grade 7 writing assessment administered in the spring. When possible, teaming among teachers and students will occur between English 7, Social Studies 7, and Science 7.
LITERATURE AROUND THE WORLD (Grade 7) [Kelleher] Year (In lieu of English 7)Prerequisites: Teacher recommendation based upon review of high grades in reading and language artsAND High level performance on one of the following assessments:
OR
This challenging and fast paced class will extend those language skills, which are part of the regular 7th grade program. Literature Around the World students will be responsible for all of the language arts competencies of English 7 and can expect additional challenges and independent projects to extend their learning. This literature-centered course will use a variety of modes including novel, short story, drama, poetry, biography and essay. Students are expected to read both fiction and non-fiction books of their choice and maintain a reading record. As a class students will study, intensively at least 2 Novels. Novels may include but are not limited to Julie of the Wolves, I Juan de Pareja, Children of the River, or Call of the Wild.
Grade 8ENGLISH 8 [Reeve, Rooney, Thomsen] Year - requiredPrerequisite: 8th grade standing
English 8 is a comprehensive language arts program, which focuses on the California State Standards in reading, writing, speaking, listening and language skills using standards-based, district adopted program, Prentice-Hall Literature. In literature study, students explore novels, short stories, plays, non-fiction, workplace documents and poetry. Novels available to study include, but are not limited to, The Pearl, Tom Sawyer, and April Morning. Students are also expected to read widely in both fiction and non-fiction works, and to maintain a reading record. In the writing process, eighth graders work to develop a focused essay establishing a controlling theme, developing ideas with evidence and examples, and write a well-supported conclusion. Students will also learn and practice revision and editing skills. When possible, teaming between teachers and students will occur between English 8 and U.S. History 8. A KALEIDOSCOPE OF AMERICAN LITERATURE (Grade 8) [Not offered in 2004-05] Year (In lieu of English 8)Prerequisites:
OR
AND High level performance on one of the following assessments:
2) Strong performance with a school writing sample OR
This high achieving course focuses on American writers and the American experience, ranging from conflict in our history to current social attitudes. Selected American authors, especially John Steinbeck, are studied in depth,. Students will critically react to literature through oral and written responses.
Students requesting Kaleidoscope will be required to meet the prerequisites including previous enrollment in Literature Around the World with high grades or English 7 teacher recommendation and a strong assessment performance. AMERICAN STUDIES (Grade 8) [Corlett] Year (In lieu of English 8 and U.S. History) Prerequisites:
OR
AND High level performance on one of the following assessments: 1) an "advanced" level of proficiency on the California Standards Test (spring, 6th grade Language Arts Test) 2) strong performance with a school writing sample OR
This two‑period course gives eighth graders an alternative way to fulfill the English 8 and U.S. History requirement. Skills and concepts from the two disciplines reinforce and support each other. Literature and socio-historical issues generate oral and written compositions that range from personal to formal responses. Students undertake long-term projects in areas such as literature, language, geography, history, and current issues. Students requesting American Studies will be required to meet the prerequisites including previous enrollment in Literature Around the World with high grades or English 7/Social Studies 7 teacher recommendations and a strong assessment performance. At Emerson GATE-identified students may also take this course. Grade 9ENGLISH 9 [Corlett, Kelleher, Bryant] Year - requiredPrerequisite: 9th grade standing 10 High School Credits On UC/CSU approved course list: b
English 9, a year-long college preparation course, focuses on the California State standards in reading, writing, speaking, listening and Language skills using standards based materials. In literature study, students explore novels, short stories, plays, non-fiction, workplace documents and poetry. Core works include To Kill a Mockingbird, Romeo and Juliet and additional teacher selected works. Students are also expected to read widely in both fiction and non-fiction works, and to maintain a reading record. In the writing process, ninth graders work to develop a focused essay establishing a controlling theme, developing ideas with evidence and examples, and write a well-supported conclusion. Students will also learn and practice revision and editing skills and will practice citation skills using MLA format.
ENGLISH 9 CLASSICS APPROACH (formerly Drama/Speech) (Grade 9) [Heil] Year (In lieu of English 9)Prerequisites:
OR
AND High level performance on one of the following assessments:
2) strong performance with a school writing sample OR
10 High School Credits On UC/CSU approved course list: b
This course is open to high-achieving students who have a strong interest in written and oral communication and dramatic expression. The curriculum meets the ninth grade California State Standards, includes the core works of Romeo and Juliet and To Kill a Mockingbird, and emphasizes dramatic literature: Greek, Shakespearean and modern dramas. In addition to traditional assessments such as exams and written responses, evaluation of student progress will also include a variety of rhetorical, dramatic and visual projects associated with theatre arts. Opportunities to attend professional theater may be possible. Students requesting English 9 Drama/Speech will be required to meet the prerequisites including previous enrollment in American Studies or Kaleidoscope with high grades or English 8 teacher recommendation and a strong assessment performance. At Emerson GATE-identified students may also take this course.
ENGLISH 9 HUMANITIES (Grade 9) [Russell] Year (In lieu of English 9)Prerequisites:
AND High level performance on one of the following assessments:
2) strong performance with a school writing sample OR
10 High School Credits On UC/CSU approved course list: b
In this high achieving course students study literature with an emphasis on the art, music, literature, drama, social criticism, and cultural history of each time period. Eras studied may include the Classical Heritage, the Renaissance, the Age of Reason, the Romantic Age, the Victorian period, and the Thirties in America. Works studied may include Hamilton’s Mythology, Sophocle’s Antigone, Homer’s The Odyssey, Shakespeare’s Romeo & Juliet, Dicken’s Great Expectations or Tale of Two Cities, and Lee’s To Kill a Mockingbird. Skill development in languages and composition parallels the English 9 program.
Note: Before requesting this class, parents should be aware that there is nudity in some of the artwork. Themes such as fertility symbols, religion, and/or controversial thinkers may be discussed during era studies. |