Degrees and Certifications:
“The Future Begins Here”
Saddleback High School
12th grade ERWC- Jill Callanan
Our mission is to develop responsible citizens who are equipped with the knowledge, skills, and experiences necessary to either begin post-secondary education or to start a career.
These fundamentals are the cornerstones of Saddleback High School and are deeply embedded into the English course curriculum.
The ERWC course is designed specifically to help prepare students for the rigorous demands of reading and writing in the first year of college and beyond. This course has a heavy emphasis on the rhetorical thinking, writing, speaking, and reading of expository texts and literature that are predominant in the “real world”, as well as postsecondary schools.
College English Proficiency Test (EPT) Credit:
Students who received a Conditional Pass on their EAP test in their junior year AND receive a “B” or better in this course are eligible to have the EPT test waived at the college of their choice and enter a college-level English course! This will save you time and money in the future, as colleges charge for placement tests.
1. In this class, students with learn to closely and attentively read, annotate, and analyze critical works of literature and an array of nonfiction text.
Students will become... CRITICAL THINKERS who engage in asking essential questions, analyzing multiple sources, and weighing critical evidence.
2. Through this course, students will use research and technology to locate information and engage in collaborative conversations. Students will share opinions and reform viewpoints through a variety of written and speaking performance tasks.
Students will become... EFFECTIVE COMMUNICATORS who write with precise claims, cohesive structure, and a clear point of view.
Students will become...CREATIVE PROBLEM SOLVERS who approach problem solving with perseverance, and work collaboratively when necessary.
Students will become… DILIGENT WORKERS who plan and investigate using models and conceptual thinking in constructing explanations and designing solutions.
Students will become... TECHNOLOGICALLY PROFICIENT students who ethically use resources to organize, analyze, and present data.
3. Finally, the English 12 ERWC will build creativity, innovation, critical thinking and problem solving, collaboration and communication: all skills needed to either begin post-secondary education or to start a career.
Students will become... ACADEMICALLY COMPETENT individuals who obtain, evaluate, and communicate information, whether arguing evidence or constructing a solution.
Students will become… LIFE-LONG LEARNERS who are ready for a variety of post-secondary learning and working environments.
Students will develop their understanding of word origins, trace the etymology of significant terms used in a variety of fields, analyze the denotative and connotative meanings of words, and apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of new terminology.
Students will be introduced to a variety of genres including novels, short narratives, poetry, dramas, essays, newspaper and magazine articles. However, this course will focus largely on expository texts much like those students will encounter while attending college. While reading such texts, students will develop an understanding of literary terminology as they think critically about the texts they read.
* Readings will be distributed in hard copy at the beginning of each unit. For additional copies, see the class website.
Writing and Grammar
The writing process will be thoroughly addressed and explored throughout the semester to ensure all students continue to develop their writing skills using proper English and grammar. Writing is an integral part of this course and will be done on a daily basis.
Listening and Speaking
Whether it is communicating with a partner, small groups, or in front of larger audiences, all students will be expected to deliver and orally present an array of information to others and the entire class. Through such practice, students will become more effective communicators and active listeners.
This class is designed so that every unit follows the same sequential method of rhetorical reading and writing. Each topic we explore spans a 2-4 week period, depending on the length of the readings, 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 Prewriting, Writing, Revising, Editing, Evaluating)
Student grades will be computed on a weighted scale with 30% of the grade representing the practice of skills in the form of formative assessments (classwork, homework, discussions, independent work, group work, and quizzes). 50% of the grade represents mastery of skills taught in the form summative assessments (essays, tests, projects, and presentations). Finally, 20% of the grade is based upon a book project based upon one’s Outside Reading Book.
Outside Reading Formative Assessment Summative Assessments
10% 50 % 40%
* Rubrics will be provided and discussed throughout each piece of writing, and before each project or presentation
The student’s grade will be calculated at the end of each five week period, and a progress report or report card will be issued. Appropriate interventions will be provided for any student still working toward mastery of content standards. The following scale is used to determine student grades:
A (Advanced) = 90-100% B (Proficient) = 80-89%
C (Basic) = 70-79%
D (Below Basic) = 60-69% F (Far Below Basic) = 0-59%
Make-up Policy: For excused absences, students will have the same number of days of their absence to make-up work for full credit. Students must check the internet at home or the classroom “Agenda” station to see what was missed before asking the teacher. When turning in make-up work for excused absences, students must write “ABSENT” in bold across the top of one’s paper. Make-up work for all unexcused absences will be deemed late. No make- up opportunity will be allowed for students with an unexcused absence on the day of the exam. (Exceptions may be made pending clearance of absences). Students who are absent for a test are responsible for arranging an acceptable make-up time.
Late-work Policy: Students are responsible for knowing due dates for all assignments and completing their work on time, regardless of possible malfunctions with technology etc. If the assignment is not complete when collected by the teacher, the assignment is then deemed “late” and will only be given partial credit. Students have the duration of each unit to turn in late work for that unit.
*As a 12th grader, soon to be entering into a post-secondary education or career, you need to manage your time wisely, anticipate any problems that may arise, and plan accordingly to ensure all work is turned in on time and reflects your best effort.
Any student who is not in his/her designated seat when the tardy bell rings is considered tardy to class. The school tardy policy and the district attendance policy will be in effect in this class.
Classroom Rules and Expectations:
To maximize the learning opportunities for all students, we have the following rules:
- Treat classmates and school personnel with RESPECT.
- Be in your seats and prepared to work when the bell rings.
- Do not chew gum, eat, or drink in the classroom.
- Raise your hand to share your opinions, comments or questions.
- Follow directions the first time.
*** Cell Phone Policy: In this high-tech digital era, smart phones can be a valuable learning tool. At times the use of electronics will be permitted; however, when/if one’s electronics become a distraction, he/she will lose the right to such use in the classroom.
Policy on Plagiarism/ Academic Dishonesty:
Quite simply, academic dishonesty will not be tolerated.
- To plagiarize is to use and pass off (the ideas or writing of another) as one’s own. This means that when you take credit for someone else’s ideas, thoughts or words, you are committing plagiarism. This does not just apply to the person stealing the information. If you allow someone to steal your ideas, thought or words, you are guilty of academic dishonesty as well.
- If a student looks at another student’s paper or sends or receives test data during or before a quiz or test or uses materials on a test or quiz that has not been approve, this is a breach of Board Policy.
- Any student who participates in any fashion, in any form of academic dishonesty will not only earn a zero on the assignment in question, but may face disciplinary action as well. Parents will be contacted, and the student in question will receive a disciplinary referral to the office.
Students who have easy access to necessary materials do better in class.
Please bring the following materials to class each day:
- Three ring binder with dividers labeled: “SSR,” “Article of the Week (AOW),” “Unit #1,” “Unit #2,” “Unit #3”
- Plenty of loose-leaf college ruled notebook paper
- Student-reader articles for current unit
- Blue or black pens
- Highlighter (3 different colors)
- Outside reading book
Those student with difficulty obtaining the class materials above, please see the teacher
(Other useful items to have: Notebook- sized three-hole puncher, Whiteout, Ruler, and Markers and/or colored pencils.)
Item Packets: Classwork/homework assigned by the teacher must be stored in your binder and assembled into a packet on the due date. There will be a running item list in class and on the website. Packets must be turned in at the beginning of class or it is considered late. All work must:
- be turned in on time
- be completed in blue or black ink (unless otherwise specified)
- demonstrate your best effort
- demonstrate correct usage of grammar, spelling, and punctuation
- Using all capital letters while writing is not acceptable.
General Procedures and Guidelines:
- All work should be date and titled
- Please use only blue or black ink pen on class work, homework and journals.
- Final drafts of papers MUST BE TYPED
- Any work for which take-home time has been allowed is due at the beginning of the class period unless otherwise specified.
- Do not copy homework assignments as this is considered cheating, and each student participating will not receive credit on the assignment.
- As your teacher you can expect from me to help you succeed in this course:
- I will be prepared to teach each day
- The content standards, daily objectives, and agenda will be written on the white board daily
- I will teach district- approved curriculum, aligned to the Common Core State Standards
- I will prepare interesting and engaging lessons
- I will be available if you need extra help
- As a student you can succeed in this class by:
- Coming to class on time, and prepared to learn each day
- Completing your homework ON TIME
- Identifying a study-buddy that you can contact if you are absent from class to get assignments or extra help
- Using a student planner/calendar to organize your learning and keep track of your assignments
- Taking advantage of extra help
- Taking responsibility for your learning
- As parents you can help your child by:
- Taking an interest in your child’s studies
- Talking with your child each night about what they learned in school and ask to see their notebooks
- Helping your child develop good time management strategies
- Working with your child to set realistic goals for success
- If you see that your child is having difficulties in class, please intervene immediately and contact the teacher
I am available before school, during lunch, Mondays after school and my 6th period conference period. Please feel free to call me during these times or email me at firstname.lastname@example.org with any questions or concerns. Students and parents can also call me at 714-569-6300 I look forward to working with everyone this year.
Phone: (714) 569-6300
Saddleback High School- English 12 ERWC
Syllabus/Course Policies Signature Page
(Please note that all information will be kept confidential)
Class Period: ______
Student Name: ______________________________________
Home Phone: _____________________
Parent/Guardian name and cell phone: ________________
Parent/Guardian name and cell phone: _________________
Student cell phone: ___________________
Parent/Guardian name and email: ____________________________
Parent/Guardian name and email: ____________________________
Student email: ________________________
From the parent/guardian to the teacher:
Here is some important information that I would like you to know about my child:
From the student to the teacher:
Here is some important information that I would like you to know about me:
Does your student have access at home to a computer? (Circle one) Yes No
Does your student have access to a computer printer at home? (Circle one) Yes No
Does your student have access at home to the internet? (Circle one) Yes No
*** Please note that your child may select any book for his/her outside reading requirement; however, it is the parents’/ guardians’ responsibility to be aware of any adult themes, content or language. Your signature on this syllabus is an acknowledgement that you, as a parent/guardian, will monitor your child’s reading selections. My signature below indicates that I have read and understand the requirements for this class as outlined in this course orientation.
My signature below indicates that I have read and understand the requirements for this class as outlined in this course orientation.
Student signature: _________________________________ date:________________
Parent/Guardian signature: __________________________ date: ________________
*** If there is any additional, sensitive information about your child that you would like me to know, please email me at email@example.com