Language Arts 5 Syllabus

Dr. Amira Kassem     Dearborn High School           Room: E-10                        email:  Kassema@dearbornschools.org       

 iblog.dearbornschools.org/kassema 

Course Description:

   In Language Arts 5/6 students read literature and nonfiction texts, analyze rhetorical strategies authors employ; synthesize multiple sources of information to create cohesion as they write creatively, analytically, and for presentations; Students will continue to learn to  adjust language to advance the purpose of their writing as they explore literature and language through social, cultural, historical and economic perspectives. Students will connect to their own lives while demonstrating proficiency of writing process through narrative, reflective, descriptive, persuasive literary analysis, and research writing. Students will demonstrate effective use of technology through a variety of presentation formats.

Units/Standards/Essential Questions:   

We will be covering about 2-3 units per semester. Each unit has a specific focus and includes multiple forms and genres of literature.  In addition to short stories, poems, nonfiction pieces, and other literature, we will study several major works this year. Below you will find the CCSS (Common Core State Standards) and some essential questions for the first semester units:

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
• Determine the meaning of words and phrases as used in the text including figurative, connotative and technical meanings, how key terms refine meaning over the course of a text.
• Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
• Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
• Determine author’s point of view or purpose in which rhetoric is effective – analyze how style and content contribute to the power, persuasiveness or beauty of the text.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
• Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Essential Questions (Unit I and Unit II):

• How do we define success? (American Perspectives and The American Dream)
• What are the dangers of group think? (Hysteria and The Crucible)
• How can language be a tool for personal or social change? (Revolutionary Rhetoric)

In no particular order, students will also be expected to practice and produce: 

• The Rhetorical Analysis Essay

• The Argumentative Essay
• The Research-based Essay  
• Various forms of creative writing (e.g., short fiction, poetry, etc.)  
• Various forms of informational writing (e.g., formal letter, resume, newsletters, etc.)

Student Expectations: 

1. Be on Time

2. Be Prepared (pen, pencil, paper, textbook/novel, completed homework, etc.) 

3. Be Respectful 

4. Be part of a community (take charge, take care, and take responsibility)

 Materials:  

• 1”-2” Binder with 5 section dividers (AOW’s/Vocab and Grammar/Writing/ Graded Work/ Handouts)-Laber cover with name, class, teacher, and semester
• Reader’s/Writer’s Notebook (2 subject) –
• Highlighters, blue/black pens, pencils with erasers, red or green pen/pencil for revisions 
•  Post-It notes (1 pack for annotations) – 
•  Personal novel for silent reading everyday

Assignments​ ​&​ ​Grading: 

• If​ ​you​ ​are​ ​absent,​ ​it​ ​is​ ​your​ ​responsibility​ ​to​ ​obtain​ ​​ ​work​ ​you​ ​missed.​ Also, if you missed the instructions given in class, it is your responsibility to check the class blog for further direction. The blog will be updated daily. 

Grading​ ​Scale: 

• A  94-100  A- 90-93   B+ 88-89   B 84-86   B- 80-83   C+ 78-79   C 74-76   C- 70-73                           D+ 68-69    D 64-67   D- 60-63   E 59 and below 

• Students will be graded on a point system. Assignments will be graded either as formative (assessing for learning) or  summative (assessing of learning).

Formative​ ​Assessment Examples​ ​-​ ​20%	Summative​ ​Assessment Examples​ ​-​ ​80%
● Bell work  ● Weekly Article Vocabulary   homework       Philosophical chairs ● Outlines and drafts of essays	● Reading/Vocabulary Quizzes ● Unit assessments ● Final Essays ●  Speeches● Class Engagement ● Book Talks (SSR Novels)

Email, Teacher​ ​Blog,​ ​Remind​ ​App​:   

• My email address is Kassema@dearbornschools.org and it is my preferred method of communication with students/parents. 
• Most  class handouts and information will be available on our class blog/google classroom. iblog.dearbornschools.org/kassema 
• We will also use google classroom to communicate assignments and turn in work.

Attendance and Electronics​ ​Policy: 

Students will follow DHS attendance and Electronics policies. 

• A Student is considered tardy to class if he/she is not in their assigned seat prepared/working when the bell rings. Please keep in mind 4 tardies = 1 absence and 10 absences results in AUDIT & potentially reduced credit in the class. 
• No Cell Phones in classrooms or hallways during school hours. 

Academic​ ​Integrity​ ​Statement: 

The English Department at Dearborn High School adheres to a strict zero tolerance policy on academic misconduct. Academic misconduct is defined as any dishonest representation of academic work, including but not limited to plagiarism, fabrication, deception, cheating, bribery, forgery, sabotage, and personating. Please consult Student Handbook for details. 

Course Requirements:

 Students must turn in assignments within the first five minutes of class on the due date. The assignment must be ready to hand in when it is collected. If it is not ready at this time, it will neither be accepted nor considered on time, unless the student previously made arrangements with the instructor. We will go over assignment procedures in class

Make Up Work Policy:  

Students may make up all work missed on an excused and pre-approved absence. Work assigned during the absence must be returned to the teacher within the same number of days as the absence which was excused. Unexcused absences may result in grade reduction. 

Late Work Guidelines:

Late assignments (corresponding with unexcused absences) will have a 10% reduction for every late day unless students was ill. Lines of communication will always be open and we will both ensure they flow honestly. 

 I know we will enjoy a productive semester, and I look forward to working with you,

Dr. Kassem