ENGLISH 3Juniors

Miss Bone

About Me! El Camino High School Graduate, 2003

Study Abroad at Trinity College, Oxford University, England

BA in English (honors): University of California, Berkeley, 2007◦ Focus in Holocaust writing and 20th century American Literature

M.Ed in Education & Credential: University of California, Los Angeles, 2009

Teaching/Coaching Experience:◦ AVID and English, (Academic Leadership Community, LA)◦ Swim Coach (LA, Vista, FHS)◦ Assistant Women’s Crew Coach (Berkeley High)

GOALS – STUDENTS WILL BE EXPECTED TO:

We will be following the Common Core standards.

Students will continue to develop their understanding of grammar and vocabulary through daily and weekly lessons and exercises.

◦ Write to a variety of prompts in differing genres for an intended purpose and audience

◦ Analyze an author’s craft and connect it to his/her larger message

◦ Explore, discuss, and connect American History and American Literature

◦ Interpret text and justify his/her interpretation

◦ Incorporate evidence into written analysis

◦ Evaluate an argument

◦ Discuss text, context, and history in informal and formal formats

◦ Lead Socratic Seminars

◦ Write at a collegiate level

◦ Successfully complete the EAP and demonstrate college readiness

1st Semester: Conformity vs. Individuality

2nd Semester: The American Dream and Nightmare

The Crucible – Arthur Miller◦ Focus on American history, allegory,

and literary analysis◦ Research Essay

The Adventures of Huckleberry Finn – Mark Twain◦ Focus on analysis, bildungsroman,

symbolism, geography, and satire◦ Multigenre Project; Censorship Essay;

Banned Books Project

Deconstructing a Prompt Genuine and quality analysis Writers’ Conditioning EAP Practice, Evaluation, Timed Essays Argumentation – Ethos, Logos, Pathos Expository essays in response to

literature Historical Investigations

The Great Gatsby – F. Scott Fitzgerald  ◦ Focus on literary devices and author’s

message; pairs with Harlem Renaissance readings and analysis

◦ Lost Generation Writers◦ Jazz Age Project; Compare/Contrast Authors’

Message Essay One Flew Over the Cuckoo’s Nest –Ken

Kesey◦ Focus on narrative structure, character

archetypes, allusions◦ Beat Generation Writers◦ Civil Disobedience Project

A Raisin in the Sun- Lorraine Hansberry◦ Focus on reading for allegory, character

development, and literary analysis◦ Performance Project; Director’s Notebook

Historical Investigation Research Paper Official EAP Essay (April) Argumentation - diction, stylistic and

persuasive devices Responses to Literature—focused upon

imagery, diction, themes, textual references, stylistic devices

1st Semester: Writing Emphasis:

2nd Semester: Writing Emphasis:

Class Readings In addition to the novels read in class, the

students will also be required to do outside reading, one pre-approved text per semester. Time will be given in class to read on block day and occasionally on Fridays, but students will mostly be responsible for this work on their own.

Other resources to be used in class are:◦ How to Read Literature Like a Professor –

Thomas C. Foster◦ Elements of Literature and Language of

Literature by Holt (textbooks to be provided in class)

Requirements

Classroom Requirements Home Requirements

One subject notebook – college ruled – for journals, quickwrites, and notes

A divided section in their binder (may share with another class) for: Reading, Writing, Grammar, Vocabulary, Misc.

Several colored pens and highlighters

Unit text/novel OR Book Notecards Participation in classroom

discussions Communicate needs as they

arise

Keep an e-mail address through Schoolwires that is current and checked often

Set aside time for homework and reading for class

Complete OR assignments each quarter

Complete homework before the beginning of the class period in which it is due

Absences/Tardies Frequent absences and tardies make learning difficult. It is a STUDENT’S responsibility to schedule and make up

missed assignments, tests and quizzes Review the While You Were Gone Notebook and Folders before

class and check with the teacher after class. Students have ONE week to make up any missed quiz or test

and TWO days for assignments. Students have homework about 3-4 times a week and often reading every night.

Large assignments and due dates will be posted on Schoolwires. They are due that day NO MATTER WHAT!

Grade Scale

Weighted Grade Categories:• 30% Essays • 15% Final • 15% Homework and

Discussions • 20% Test/Quizzes • 10% Outside

Reading • 10% Participation

and Class Activities

All work will be given points, and grades will be based upon a cumulative point scale at the end of each term:

93% A 73% C90% A- 70% C-88% B+ 68% D+83% B 66% D80% B- 60% D-78% C+ 59% F

COMMUNICATION

I appreciate and value your concerns and input. Please feel free to contact me at any time throughout the term. Please remember that responses may take two business days.

Email is the easiest way to contact me. - Sbone@fcusd.org

Phone- (916) 294-2400 ext. 415211

Please note: essay and grade conferences for students occur in person, not over the phone or through email.

I may periodically send reminder emails, updates, etc. Be sure to have an updated email address on Schoolwires.

ENGLISH DEPARTMENT DONATIONS

The district supplies most of our necessities, but some luxuries are nice!

Suggested items…*Ream(s) of white paper Colored pencils*Ream(s) of colored paper Colored Sharpies* Hand Sanitizer Colored Markers* Kleenex White board eraserWhiteboard Dry Erase Markers

*Most needed!

Classroom Library

I am trying to grow my classroom library, and I would love your help.

If you would like to donate something other than what was on the previous list I ALWAYS appreciate any used books appropriate for adolescent readers. Thank you!