English IV Course No.: 1001405
Prerequisite: Successful completion of English III Credit: 1.0
The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature.
Houghton Mifflin Harcourt
Writing With Confidence: Ninth Edition
The Norton Reader Anthology: Twelfth Edition
Linda H. Peterson, John C. Brereton
Ten Steps to Improving College Reading Skills
Along with the basic 12th Grade Supply List, students need: one college-ruled composition book, 1GB or larger flash drive, an Edmodo account, highlighter, and a three prong two pocket folder.
In addition, students who have English 4 College Prep during the designated period should bring the following supplies for classroom use:
– 1 ream of copy paper
– 1 pack of pencils
Periods 3 & 5:
– 1 pack of college-ruled notebook paper
– 1 pack of index cards
Each class will begin with a daily journal prompt Prompts will change daily but may include grammar review, reading, and/or written response. Answers will be recorded in your class composition journal.
Each unit of study in this course will include readings within our texts, writing assignments, vocabulary, reading and writing strategies, and typically class time allotted for study of examples and participation in workshops. Literature will, at times, be read aloud, and participation in this process is required as it is with subsequent discussions. Students will be expected to demonstrate their writing not just in the final product, but in each step of the writing process. Assessments will also be given to monitor students’ abilities in literary studies, reading comprehension, vocabulary development, essay writing, and editing.
Absences and Late Work
Success in class begins with attendance. If you have 3 or more unexcused absences, I will contact the Dean of Attendance and a parent/guardian to discuss concerns. An unexcused absence is any absence where a parent/guardian has not contacted the school to verify the absence of the student and/or has not provided a not that excuses the absence per school/district policy.
If you are absent, it is your responsibility to find out what we did in class and complete the missed work on time. A day per excused absence is allowed for making up work. Late work receives a point reduction of 10 points per day. Unexcused absences reduce grades by 50%.
Quizzes, Writing Portfolios, Tests
Classwork, Writing practice, vocabulary practice, grammar practice, journal
Semester grades are calculated according to district policy: Each quarter is 45% of your semester grade and the semester district exam is 10 % of your semester grade.
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
- Respect yourself, others, and property.
- Be in class on time.
- Watch your language.
- Do your own work.
- Only have your electronic devices out when given permission.
- Help maintain a clean room by not defiling it with food, drink, or gum.
- Learn something.
- Two warnings
- Detention and parent contact
- Referral to Dean’s Office
Cell Phones and other digital devices
There will be opportunities in class where cell phones (tablets, etc.) will be permitted in class for academic purposes. Unless the teacher has explicitly approved the use of cell phones in class, all cell phones (tablets, etc.) must be silenced and put away for the duration of class. Unapproved cell phone (tablet, etc.) use during class time will follow the same consequences of any violation of classroom operations.
Modeled after freshmen level college writing courses, English IV College Prep prepares students for the skills necessary to write successfully in their future academic and workplace endeavors. Each quarter will study specific types of writing both in the selected texts we read and the writing produced by the student.
Quarter 1: Narrative and Descriptive
Students will explore the characteristics of narrative and descriptive text and identify and apply the steps of the writing process. Students will analyze texts to identify characteristics of narrative and descriptive text such as imagery, author’s purpose, point of view, and organizational patterns. Students will demonstrate their understanding by writing a narrative essay and a descriptive essay.
Quarter 2: Argument and Research
Students will utilize and refine research techniques, annotating, and paraphrasing while working toward a culminating research paper. Students will analyze text, demonstrate research skills, and the ability to cite evidence through actions such as annotating, paraphrasing, summarizing, and quoting. Students will apply the steps of the writing process, research skills, paraphrasing and annotation skills, and essays written to date to write an organized research paper that presents, supports, and provides a conclusion to a claim.
Quarter 3: Cause and Effect, Comparison and Contrast, and Definition
In this unit, students will explore comparison and contrast writing and the use of examples in writing. Students will analyze texts (i.e. essays, blogs, short stories, speeches) to identify elements of comparison and contrast (such as similarities, differences, and supporting a claim), and the use of examples (using examples to explain, analyze, or illustrate) in texts. Students will demonstrate their understanding by writing a comparison and contrast essay; using examples within writings to explain, analyze, or illustrate; and applying the steps of the writing process.
Quarter 4: Process Analysis, Letter Writing
In this unit, students will explore process analysis writing and letter writing. Students will analyze texts (i.e. essays, blogs, short stories, speeches) to identify elements of process analysis and formal/business letter writing. Students will demonstrate their understanding in a presentation and writings that apply and demonstrate appropriate use of the writing process steps.
Right to change:
This syllabus may be subject to change at the discretion of the instructor. Notice will be made in class to students and posted on the class website.