LA4 / CSU ERWC

Course: Language Arts 4

Level: 12th grade, College Prep

Instructor: Mr. David N Chung

Conference: Periods 1 & 6.

WELCOME SENIORS!

I look forward to working with you in your final year of high school. I count it a privilege to be your teacher and plan to support you in finding meaningful and promising pathways in reading, writing, and communication. In this class, my goal is to provide an experience much like what American author and educator Neil Postman shared about school, that is, your educational journey should be one on discovering “…how to make a life…”.

COURSE GOALS AND MAJOR STUDENT OUTCOMES

The English Language Arts 4 course is a year-long, required course designed to help students meet the requirements of the Common Core State Standards. Through a series of rigorous instructional modules, students will develop advanced proficiencies in expository, analytical, and argumentative reading and writing.

To be adequately prepared for the literacy demands of college, throughout the senior year students will:

receive instructional support to analyze, interpret, and apply the rhetorical strategies of a variety of expository and literary texts
strengthen their ability to create and support written arguments based on readings, research, and personal experience
continue to increase students’ repertoire of cognitive and metacognitive strategies for approaching various academic reading and writing tasks
develop independent academic literacy practices in college-bound students, including the ability to use reading and writing processes recursively and reflectively
be provided a conceptual and disciplinary focus for a wide variety of issues and problems that converge in written discourse

COURSE OUTLINE

LA4 modules include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, and other non-fiction texts. Course assignments emphasize the in-depth study of expository, analytical, and argumentative reading and writing.

Designed so that every module follows the same sequential method of rhetorical reading and writing, each module will follow this sequence:

Reading Rhetorically (strategies & activities for Pre-reading, Reading, and Post-reading)
Connecting Reading to Writing (strategies & activities for Referencing Text, Negotiating Voices)
Writing Rhetorically (strategies & activities for Pre-writing, Writing, Revising, Editing, Evaluating)

COURSE OVERVIEW

“Identity and Community”

The Glass Castle
The Daily Me (ERWC Module)

“Conflict and Power”

Hamlet
The Value of Life (ERWC)

“Relationships”

Kite Runner
Language, Gender, & Culture (ERWC)

“Change and Exploration”

Novel: to be determined
On Leaving—On Staying Behind (ERWC)

Literature: The major works studied by seniors include, but are not limited to:

Aldous Huxley’s Brave New World
Shakespeare’s Hamlet or Macbeth
Jeanette Walls’ The Glass Castle
Jon Krakauer’s Into the Wild
Khaled Hosseini’s The Kite Runner
Jane Austen's Pride and Prejudice

Grammar & Vocabulary: Modules also integrate conventions, grammar, mechanics, punctuation, usage, and vocabulary will be studied at least once a week and reviewed in the context of literature and writing

Writing & Presentations: One-pagers, Literary Criticism, “Thinslides”, “Thickslides”, “Iron Chef”, “Cyber-Sandwiches”

Collaboration: World Café, Literature Circles, Socratic Seminars

STUDENT EXPECTATIONS

Respect one another. What helps you feel valued?
School policy states that all electronic devices must not be seen or heard during class time. Therefore, all electronic devices must be turned off and be placed out of sight in the classroom. Using these devices during class will result in disciplinary action. How does technology help me learn? How does technology interfere with learning?

We will…

demonstrate the ability to think critically in preparation for college and the world of work through writing, discussions, cooperative learning, research, and presentations.
consistently utilize the Habits of Mind to establish a literate identity and academic agency.
increase our sophistication in reading, comprehending, analyzing, and responding to nonfiction and literary texts
develop an awareness of rhetorical strategies employed by authors and aptly apply those strategies to our own writing
apply intellectual aggressiveness, intellectual humility, intellectual courage, and intellectual leadership to insure a thriving sanctuary of learning, exploration, and community

ATTENDANCE POLICIES

Your attendance is vital to establishing and maintaining a thriving classroom environment. In other words, you matter! Accordingly, our VHS attendance policy will be strictly enforced.
- For distance learning, attendance is equated to daily participation with more than just online presence in class sessions to demonstrate attendance.
- If you are absent, it is your responsibility to check the class calendar or Google Classroom and to set up an appointment before school, during lunch, or after school to make up work or assessments.
Being prompt and “ready to go” when the bell rings (or when the Zoom session begins) are extremely important in protecting our limited time. Therefore, the third tardy or truancy will result in detention.
- If you are tardy, be courteous about entering the classroom/Zoom session and interrupting everyone.

CLASSWORK AND HOMEWORK POLICIES

All assignments are due to the Google Classroom at its stated time.
For most word-processed assignments, students will complete work via Google Docs, Google Slides, and the Google Classroom. Due dates for writing assignments and projects will be posted on the Google Classroom. I will be checking the progress of your work through the Google Classroom. Please be sure to start “real” documents, not just blank ones.
Students will spend on average 20-30 minutes of work at home approximately 2-3 nights per week. For major assignments, students will be given notice at least one week in advance.
Other than word-processed final drafts, all other assignments must be in black or blue ink and neat, legible, and clean (unless otherwise stated).
Assignments must also include the proper MLA heading in the upper left-hand corner:
- - (Student’s name). Stu Dent
  - (Teacher’s name) Mr. Chung
  - (Class and Period) LA4, Period 4
  - (Date—day month year) 01 September 2021
Besides paper and pens, students are encouraged to have the following supplies/resources:
- - Chromebook (laptop, desktop computer) with internet access
  - A binder or notebook to keep papers organized
  - Post-Its© or other “sticky” notes and highlighter(s)
Make-up work is only for excused Students with unexcused absences or who fail to make up their work within ONE WEEK of their return to school will receive a zero. Tests and quizzes must also be scheduled and taken within one week of the student’s return, unless otherwise arranged. Students who will be missing school due to school business / field trips MUST turn in assignments the day they are due.
Late work will be accepted with the following penalty: 10% deduction if it is ONE day late.
Most written assignments will be turned in via the Google Classroom. On certain occasions, students are welcome to email assignments to the teacher, HOWEVER, be aware that if the teacher does not receive the email or the attachment does not go through, it is at your own risk.
There are some assignments which must be printed in order to receive full credit. Students should plan in advance if they will be printing on campus.
VHS plagiarism policy will be strictly enforced (see Student Handbook)

GRADING POLICY

Holistic scoring guides will be utilized for written assessments and projects/portfolio.

Grades are on a weighted scale and are cumulative; the semester grade is based on the percentage of the total points earned in each category. All assignments will be given a point value.

At the end of the quarter and semester, students will be assigned grades based on the percentage of the total points that they earn in each category. A variety of assignments, including tests, essays, projects, and homework provide the student with ample opportunities for success.

For each semester, student grades for Language Arts 4 will be weighted according to the following categories:

Classwork and Homework [35%]

· notes

· annotations

· Google Classroom activities and assignments

Writing [35%]

process essays

o expository,

o argumentative,

o analytical,

o narrative

outlines
letters
research paper
in-class essays (timed)

Assessment/Projects/Presentations [20%]

· Google Slides

· One-Pagers

Participation/Engagement [10%]

· Google Slides

· Socratic Seminar

· Zoom, Nearpod, Padlet session responses

Course: CSU EXPOSITORY READING & WRITING COURSE (ERWC)

Level: 12TH GRADE / LANGUAGE ARTS 4

Instructor: MR. DAVID N. CHUNG

Phone: 714-996-4970 ext 10626

Email: [email protected]

SMS REMIND TEXT MESSAGING: TO BE GIVEN IN CLASS

Google Classroom: TO BE GIVEN IN CLASS

Online Dashboard: https://clever.com/in/pylusd

Conference: Period 1 ( 7:55-8:45 a.m.). for meetings before or after school—please make an appointment via email.

The California State University (CSU) Expository Reading and Writing Course (ERWC) is a year-long, rhetoric-based course designed to help students meet the standards of the English Placement Test, the expectations of university faculty, and the requirements of the Common Core State Standards. Through a sequence of fourteen rigorous instructional modules, students will develop advanced proficiencies in expository, analytical, and argumentative reading and writing. Students successfully completing this course develop skills, knowledge, processes, and dispositions in the following areas of academic literacy: reading rhetorically, writing rhetorically, listening and speaking rhetorically, and habits of mind

Course Goals and Major Student Outcomes

To be adequately prepared for the literacy demands of college, throughout the senior year students will:

receive instructional support to analyze, interpret, and apply the rhetorical strategies of a variety of expository and literary texts
strengthen their ability to create and support written arguments based on readings, research, and personal experience
continue to increase students’ repertoire of cognitive and metacognitive strategies for approaching various academic reading and writing tasks
develop independent academic literacy practices in college-bound students, including the ability to use reading and writing processes recursively and reflectively
be provided a conceptual and disciplinary focus for a wide variety of issues and problems that converge in written discourse

By taking this course, students are not necessarily exempt from the CSU placement test (EPT). To be “college ready” in English, a student must receive a “Ready-Conditional” on the EAP exam and complete both semesters of LA4 ERWC (earn a grade of “C” or better each semester)..

Course Outline

Expository Reading & Writing: ERWC modules include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, and other non-fiction texts. In addition, two full-length works (one novel and one work of non-fiction) will be explored. The course assignments emphasize the in-depth study of expository, analytical, and argumentative reading and writing.

Designed so that every unit follows the same sequential method of rhetorical reading and writing, each module will take approximately 2-4 weeks and will follow this sequence:

Reading Rhetorically (strategies & activities for Pre-reading, Reading, and Post-reading)
Connecting Reading to Writing (strategies & activities for Referencing Text, Negotiating Voices)
Writing Rhetorically (strategies & activities for Pre-writing, Writing, Revising, Editing, Evaluating)

Course Overview

1st Semester

What's Next? Thinking About Life After High School
The Rhetoric of the Op-Ed Page: Ethos, Pathos, and Logos
Racial Profiling
The Value of Life
Good Food/Bad Food
Into the Wild (Book module)

2nd Semester

Bring a Text to Class
Juvenile Justice
Language, Gender, and Culture
Kite Runner (Book module)
Brave New World (Book module)
Bullying: A Research Project

Literature: The major works studied by seniors include, but are not limited to:

Aldous Huxley’s Brave New World
Shakespeare’s Hamlet or Macbeth
Jeanette Walls’ The Glass Castle
Jon Krakauer’s Into the Wild
Khaled Hosseini’s The Kite Runner
Malcolm Gladwell’s Outliers

Attendance Policy

Your attendance is vital to establishing and maintaining a thriving classroom environment. In other words, you matter! Accordingly, our VHS attendance policy will be strictly enforced.

If you are absent, it is your responsibility to check the class calendar or SMS (text message) and to set up an appointment before school, during lunch, or after school to make up work or assessments.

Being prompt and “ready to go” when the bell rings is extremely important in protecting our limited time. Therefore, the third tardy or truancy will result in detention.

If you are tardy, be courteous about entering the classroom and interrupting everyone.

Classwork and Homework Policy

All assignments are due at the very beginning of class.

For most word-processed assignments, students will start and continue work via Google Docs and the Google Classroom. Due dates or writing assignments will be posted on the Google Classroom. I will be checking the progress of your work through the Google Classroom.

Students will spend on average 20-30 minutes of work at home approximately 2-4 nights per week. For major assignments, students will be given notice at least one week advance.

Other than word-processed final drafts, all other assignments must be in black or blue ink and neat, legible, and clean (unless otherwise stated). Assignments must also include the proper MLA heading in the upper left hand corner:

(Student’s name)

(Teacher’s name)

(Class and Period)

(Date—day month year)

Besides paper and pens, students are encouraged to have the following supplies:

A binder or notebook to keep papers organized
Highlighter(s)

Make-up work is only for excused Students with unexcused absences or who fail to make up their work within ONE WEEK of their return to school will receive a zero. Tests and quizzes must also be scheduled and taken within one week of the student’s return, unless otherwise arranged. Students who will be missing school due to school business / field trips MUST turn in assignments the day they are due.

Late work will be accepted with the following penalty: 50% deduction if it is ONE day late.
Most written assignments will be turned in via the Google Classroom. On certain occasions, students are welcome to email assignments to the teacher, HOWEVER, be aware that if the teacher does not receive the email or the attachment does not go through, it is at your own risk. Also, teachers will not print assignments that are emailed; students must bring in a hard copy as well.
There are some assignments which must be printed in order to receive full credit.
Students should plan in advance if they will be printing on campus.
VHS plagiarism policy will be strictly enforced (see Student Handbook)

Grading Policy

Holistic scoring guides will be utilized for written assessments and projects/portfolio.

Grades are on a weighted scale and are cumulative; the semester grade is based on the percentage of the total points earned in each category. All assignments will be given a point value.

For each semester, student grades for Language Arts 4 ERWC will be weighted according to the following categories:

CLASSWORK AND HOMEWORK [40%]

notes
annotations
participation, seminars, collaboration
presentations

WRITNG AND ASSESSMENT [60%]

process essays
- expository
- argumentative
- analytical
- narrative
outlines
letters
online responses (Google Classroom)
projects
research paper
in-class essay (timed)

ERWC CHUNG SYLLABUS 2020

Valencia High School

LA4 / CSU ERWC

Course Goals and Major Student Outcomes

Course Outline

Course Overview

Non-Discrimination Statement