Jamie's Teacher Page

School Attributes:

The manner in which we prepare students at Lake Balboa College Prep. is informed by four attributes: (1) Dedicated faculty who will hold themselves to, at minimum, to the same standards as the students we teach; (2) Positive relationships developed and nurtured between and among adults and students; (3) A high level of rigor included in instructional practices via standards aligned and contextually driven instruction; and (4) Connecting positive relationships with effective instruction for positive RESULTS!

Course Description:

During this course, we will read in class nearly everyday (for a grade - at least 20 minutes per hour), and also analyze a variety of text types. In addition, we will develop claims, and support them through strategically selected citations from the text. As our understanding of narrative elements and literary devices grows, we will incorporate these devices into our own work. We will use textual evidence and well thought out analysis to prove our main ideas in a variety of ways, namely single paragraphs, three paragraph essays, and also five paragraph essays. Through self and peer evaluation we will grow our own writing practice.

Course Competencies/ Learning Objectives:

During the course we will read many short stories, poems and novels. We will analyze the text and author’s craft, engage in group discussions, look for themes, write arguments, use textual evidence, produce clear and coherent writing, analyze complex characters, determine meaning of words, write essays evaluating the author’s use of narrative elements and literary devices, present information, have collaborative discussions, and work on paper and pen when possible, but also online in class using Schoology, Kami, Google Slides, and Google Docs.

The novels we will likely cover during this academic school year include, but are not limited to (in no particular order):

The major learning targets we target include, but are not limited to:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Student Evaluation:

The grading system for my class at Lake Balboa College Prep. is as follows:

Attendance Policy:

Regular and prompt class attendance is an essential part of the educational experience. Lake Balboa College Prep. expects students to exercise good judgment regarding attendance and absences. Students will accept full responsibility for ensuring their work does not suffer because of absences. All students are expected to attend every scheduled class on time. Exceptions may be made for illness and valid emergencies.

Class Requirements:

Observe the standards and code of conduct needed to be successful in an academic setting.

This means you will:

Show respect for and recognize the feelings and opinions of others, solve problems that arise in purposeful and diverse ways by considering multiple perspectives in the solutions, make productive use of class time that supports task completion, engage in independent decision making when possible, use your own experiences and knowledge of the codes of academic institutions to guide your decisions, use classroom resources, including peers and teacher to support your continued academic growth.

Plagiarism, Cheating, and Academic Integrity:

Plagiarism is the practice of copying words, sentences, images, or ideas for use in written or oral assessments without giving proper credit to the source. I consider using A.I. cheating. Cheating is defined as the giving or receiving of illegal help on anything that has been determined by the teacher to be an individual effort. Both are considered serious offenses and will significantly affect your course grade. Please refer to the Student Code of Conduct booklet for additional information.

Methodology:

A combination of lecture, class discussion, presentations, videos, cooperative learning, and problem-based learning will be used in this course. Grades will be determined by the satisfactory and timely completion of assignments. The grade of each assignment is based on the prerequisite given for each assignment.

General Information:

If you do not complete an assignment before two weeks after an absence, you will receive a zero.

It is your responsibility to see what you missed. You should ask me. Do not expect me to ask you. Take responsibility for your own missing work within two weeks of being absent.

If you are having trouble with this class, come to me immediately and I can work with you. If you wait till the end of the marking period, it will be TOO LATE. I will be available to help you understand so you can be successful in this class.

School Attributes:

The manner in which we prepare students at Lake Balboa College Prep. is informed by four attributes: (1) Dedicated faculty who will hold themselves to, at minimum, to the same standards as the students we teach; (2) Positive relationships developed and nurtured between and among adults and students; (3) A high level of rigor included in instructional practices via standards aligned and contextually driven instruction; and (4) Connecting positive relationships with effective instruction for positive RESULTS!

Course Description:

During this course, we will read in class nearly everyday (for a grade - at least 20 minutes per hour), and also analyze a variety of text types. In addition, we will develop claims, and support them through strategically selected citations from the text. As our understanding of narrative elements and literary devices grows, we will incorporate these devices into our own work. We will use textual evidence and well thought out analysis to prove our main ideas in a variety of ways, namely single paragraphs, three paragraph essays, and also five paragraph essays. Through self and peer evaluation we will grow our own writing practice.

Course Competencies/ Learning Objectives:

During the course we will read many short stories, poems and novels. We will analyze the text and author’s craft, engage in group discussions, look for themes, write arguments, use textual evidence, produce clear and coherent writing, analyze complex characters, determine meaning of words, write essays evaluating the author’s use of narrative elements and literary devices, present information, have collaborative discussions, and work on paper and pen when possible, but also online in class using Schoology, Kami, Google Slides, and Google Docs.

The novels we will likely cover during this academic school year include, but are not limited to:

The major learning targets we target include, but are not limited to:

Reading:

I can determine central ideas and/or themes of a text and analyze how the details of a text develop and interact to shape those ideas or themes.

I can cite evidence from a text, draw conclusions from it, and explain how it supports my claim, analysis, and/or ideas.

Writing:

In the support of the analysis of an important and relevant topic, I can write an argument grounded in valid, logical reasoning and pertinent evidence.

Speaking and Listening:

I can effectively participate in conversations and discussions with a variety of peers.

In addition:

We will be exploring ethos pathos and logos/ rhetorical appeals, learning to write proper “MEAL” paragraphs, learning to write a proper essay using MLA format, + doing character analysis.

Student Evaluation:

The grading system for my class at Lake Balboa College Prep. is as follows:

Attendance Policy:

Regular and prompt class attendance is an essential part of the educational experience. Lake Balboa College Prep. expects students to exercise good judgment regarding attendance and absences. Students will accept full responsibility for ensuring their work does not suffer because of absences. All students are expected to attend every scheduled class on time. Exceptions may be made for illness and valid emergencies.

Class Requirements:

Observe the standards and code of conduct needed to be successful in an academic setting.

This means you will:

Show respect for and recognize the feelings and opinions of others, solve problems that arise in purposeful and diverse ways by considering multiple perspectives in the solutions, make productive use of class time that supports task completion, engage in independent decision making when possible, use your own experiences and knowledge of the codes of academic institutions to guide your decisions, use classroom resources, including peers and teacher to support your continued academic growth.

Plagiarism, Cheating, and Academic Integrity:

Plagiarism is the practice of copying words, sentences, images, or ideas for use in written or oral assessments without giving proper credit to the source. I consider using A.I. cheating. Cheating is defined as the giving or receiving of illegal help on anything that has been determined by the teacher to be an individual effort. Both are considered serious offenses and will significantly affect your course grade. Please refer to the Student Code of Conduct booklet for additional information.

Methodology:

A combination of lecture, class discussion, presentations, videos, cooperative learning, and problem-based learning will be used in this course. Grades will be determined by the satisfactory and timely completion of assignments. The grade of each assignment is based on the prerequisite given for each assignment. 

General Information:

If you do not complete an assignment before two weeks after an absence, you will receive a zero.

It is your responsibility to see what you missed. You should ask me. Do not expect me to ask you. Take responsibility for your own missing work within two weeks of being absent. If you are having trouble with this class, come to me immediately and I can work with you. If you wait till the end of the marking period, it will be TOO LATE. I will be available to help you understand so you can be successful in this class.

School Attributes

The manner in which we prepare students at Lake Balboa College Prep is informed by four attributes: (1) Dedicated faculty who hold themselves to, at minimum, the same standards as the students we teach; (2) Positive relationships developed and nurtured between and among adults and students; (3) A high level of rigor in instructional practices via standards- aligned and contextually driven instruction; and (4) Connecting positive relationships with effective instruction for positive RESULTS!

Course Objectives

During this course we will develop sophisticated rhetorical awareness and advanced composition skills essential for college, career, and civic engagement. Students will analyze how authors make strategic choices across various genres and contexts, from academic essays to digital media. We will master the art of argument, conduct thorough research, and craft compelling narratives that engage diverse audiences. Through critical analysis of foundational American literature and contemporary texts, students will develop their own authentic voice while learning to adapt their writing style for different purposes and audiences. This course emphasizes the understanding that everyone is already an author in their daily lives and builds upon those existing skills to prepare students for the writing demands of college and beyond.

Course Competencies & Learning Objectives

During the course we will read many short stories, poems, and novels. We will analyze the text and author’s craft, engage in group discussions, look for themes, write arguments, use textual evidence, produce clear and

coherent writing, analyze complex characters, determine meaning of words, write essays evaluating the author’s use of narrative elements and literary devices, present information, have collaborative discussions, and work on paper and pen when possible, but also online in class using Schoology, Kami, Google Slides, and Google Docs.

Expectations for Participation

Observe the standards and code of conduct needed to be successful in an academic setting. This means you will:

• Show respect for and recognize the feelings and opinions of others
  
• Solve problems that arise in purposeful and diverse ways by considering multiple perspectives
  
• Make productive use of class time that supports task completion
  
• Engage in independent decision making when possible, using your own experiences and knowledge of the codes of academic institutions to guide your decisions
  
• Use classroom resources, including peers and teacher, to support your continued academic growth
  
• Demonstrate intellectual curiosity and engagement with complex ideas and challenging texts
  
• Participate actively in collaborative discussions and peer review processes
  
• Take ownership of your learning and seek feedback to improve your writing

Major Units and Possible Material:

Unit 1: Thinking Rhetorically & Rhetorical Situations

• Understanding rhetoric in daily life
• Analyzing rhetorical situations across contexts
• Language, power, and rhetoric
• Engaging productively with diverse perspectives
• Featured readings: Geoffrey Pullum, “Emoji Are Ruining Grasp of English, Says Dumbest Language Story of the Week”; Jessica Wildfire, “The Internet Is Not Ruining Grammar”

Unit 2: Critical Reading & Information Literacy

• Reading rhetorically
• Distinguishing facts from misinformation
• Annotating, summarizing, and responding to complex texts
• Evaluating and synthesizing multiple sources
• Featured readings: John Maeda, “On Meaningful Observation”; Clyde McGrady, “The Strange Journey of ‘Cancel’”

Unit 3: Argumentative Writing

• Constructing and analyzing sophisticated arguments
• Supporting claims with valid reasoning and evidence
• Addressing counterarguments and alternative perspectives
• Featured readings: Richard Alba, Morris Levy, and Dowell Myers, “The Myth of a Majority-Minority America”; Zeynep Tufekci, “Why the Post Office Makes America Great”; Huma Farid, “Period Equity: Why Does It Matter?”

Unit 4: Narrative Writing

• Crafting compelling personal and fictional narratives
• Using effective technique and well-structured sequences
• Featured readings: Lynda Barry, “The Sanctuary of School”; Jose Antonio Vargas, “My Life as an Undocumented Immigrant”; Carrie Jade Williams, “Writing with Huntington’s Disease”; Alison Bechdel, Fun Home (excerpts)

Unit 5: Analytical Writing

• Writing detailed analytical essays
• Analyzing author’s craft and rhetorical strategies
• Featured readings: Jia Tolentino, “Coco, a Story about Borders and Love”; Annette Gordon-Reed, Origin Stories; Tressie McMillan Cottom, “New Money”

Unit 6: Informational Reporting

• Reporting information objectively and thoroughly
• Understanding genre conventions and audience expectations
• Featured readings: Dana Canedy, “The Talk: After Ferguson...”; Josh Trujillo and Levi Hastings, “It’s 2018, and Gay Men Still Can’t Give Blood in America”; Nadra Nittle, “Why Did It Take So Long for Food Companies to Rebrand?”

Unit 7: Identity, Language, and Culture

• Exploring connections between language and identity
• Understanding linguistic diversity and power dynamics
• Analyzing cultural narratives and representation
• Featured readings: Dennis Baron, “What’s Your Pronoun?”; Anna Glavee, “Black Enough: Protecting Linguistic Identity in the Writing Center”; Missy Watson, “Contesting Standardized English”; Taté Walker, “The (Native) American Dream”

Unit 8: Work, Class, and Society

• Examining social and economic issues through writing
• Understanding class consciousness and labor perspectives
• Analyzing societal structures and inequalities
• Featured readings: Barbara Ehrenreich, Serving in Florida; Mike Rose, “Blue-Collar Brilliance”; Ryan Kohls, “Clean Sweep”

Unit 9: Technology and Human Connection

• Exploring the impact of technology on communication
• Analyzing digital culture and online communities
• Understanding generational and technological divides
• Featured readings: Judith Newman, “To Siri, with Love”; Fortesa Latifi, “Young People Figured Out Their Identities during the Pandemic”

Unit 10: Research & Documentation

• Conducting field research and source evaluation
• MLA and APA citation styles
• Avoiding plagiarism and maintaining academic integrity
• Creating annotated bibliographies

Unit 11: Style & Design

• Developing personal writing style
• Mixing languages and dialects appropriately
• Designing and presenting multimodal compositions
• Writing for public audiences
• Featured readings: Robin Wall Kimmerer, “Learning the Grammar of Animacy”

Unit 12: American Literary Foundations

• 18th, 19th, and early 20th-century American literature
• Comparative analysis of texts from same time periods
• Historical and cultural context analysis
• Thematic connections across literary movements

Learning Targets (Common Core State Standards):

• CCSS.ELA-LITERACY.RL.11-12.1 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.
• CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
• CCSS.ELA-LITERACY.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
• CCSS.ELA-LITERACY.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
• CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.
• CCSS.ELA-LITERACY.W.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject.
• CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
• CCSS.ELA-LITERACY.SL.11-12.4, 12.5, 12.6 Present information, findings, and supporting evidence, conveying a clear and distinct perspective. Make strategic use of digital media in presentations. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Student Evaluation

The grading system for my class at Lake Balboa College Prep is as follows:

Methodology

A combination of lecture, class discussion, presentations, videos, cooperative learning, and problem-based learning will be used in this course. Grades will be determined by the satisfactory and timely completion of assignments. The grade of each assignment is based on the prerequisite given for each assignment. Every Tuesday is MyPath/iReady Day.

Plagiarism, Cheating, and Academic Integrity

Plagiarism is the practice of copying words, sentences, images, or ideas for use in written or oral assessments without giving proper credit to the source. I consider using A.I. cheating. Cheating is defined as the giving or receiving of illegal help on anything that has been determined by the teacher to be an individual effort. Both are considered serious offenses and will significantly affect your course grade. Please refer to the Student Code of Conduct booklet for additional information.

Attendance Policy

Regular and prompt class attendance is an essential part of the educational experience. Lake Balboa College Prep expects students to exercise good judgment regarding attendance and absences. Students will accept full responsibility for ensuring their work does not suffer because of absences. All students are expected to attend every scheduled class on time. Exceptions may be made for illness and valid emergencies.

General Information

If you do not complete an assignment before two weeks after an absence, you will receive a zero.

It is your responsibility to see what you missed. You should ask me. Do not expect me to ask you. Take responsibility for your own missing work within two weeks of being absent.  If you are having trouble with this class, come to me immediately and I can work with you. If you wait till the end of the marking period, it will be TOO LATE. I will be available to help you understand so you can be successful in this class.