Crosbie-Davidson, Danielle
-
SADDLEBACK HIGH SCHOOL
10th Grade Syllabus
Instructor Information:
Dr. Danielle Crosbie-Davidson
Preferred email: danielle.crosbiedavi@sausdlearns.net
A Little About Me!
I was born in Tucson, Arizona, and lived there until I was in 9th grade. I moved to San Diego and went to University High School. I am a singer and actor, and as a teenager, I toured with several bands that you would likely not know, as a singer and dancer. ;-). I lived in England for a few years and toured around Europe and the United States, and then moved back to the states, where I became a teacher in a town called Maricopa. Most of my friends are still there but they come to see us a lot because we are near to the beach. I opened a community theatre and worked there while I was a teacher for about 5 years. I also wrote a play version of "Pride and Prejudice" that you will be reading this year.
By the way, I just finished my Doctorate in Education from USC! So, this is the first time I will be hearing, "Dr. Davidson" from our kiddos! I will do all that I can to help them learn and get them ready for a long career in high school, and beyond! i will do the best I can for them!
Programs: StudySync for 10th Grade
Course Description:
This is your ENGLISH LANGUAGE ARTS class. There is a reason why it’s called an “art”. Language is created by humans, and therefore, it is called an art. When someone writes a letter, it becomes art, as it has come directly from the mind of the creator. When people discuss the writing, the conversation becomes art. Reading helps you to understand how others think about the world around us. A book is like a painting, only it is created by writing.
So this year you will be reading, writing, analyzing and even have a bit of history. This course will ultimately make you a better writer, reader, speaker, and creative communicator. Through StudySync and several other writing and reading assignments, you will be able to feel more confident in your speech and writing, as long as you take your work seriously.
I know the start of this year will be a little weird. Though, I can tell you that I earned two degrees online. Only ONLINE! I just got a doctor’s degree in education from USC - all online. So, you see, even though this new way of learning will be around a long time after COVID-19 is done. And because of this, you will be better prepared to go on to the next grade, and before you know it - College!
Remember that language it is not just about speaking and reading the language – it is also about understanding the nuances of language through tone, multiple-meanings, and context. Your class will include how to read complicated texts, how to help improve your writing skills, learning to acquire new vocabulary and use it effectively, and learn how to analyze literature. This syllabus is written so that you understand expectations, rules, how and where to turn in your assignments, and other information that will help to keep you on track.
This year, we will try to keep it as “normal” as possible. Just like last year, you will be working mostly through StudySync. I also have a research project and a few other assignments that won’t be in StudySync. We will work together as a whole group, and online and off line. You will be getting my schedule for office hours.
Grading
Papers and general assignments will be examined for effective word choice, inventive sentence structure, effective overall organization, clear emphasis, and excellence of argument. Exemplary papers will include clear, persuasive and elegant writing, with a plethora of supporting evidence, that connects to the overall argument. Allow for time for vocabulary development in context with the assignments. Never skip words that are challenging. Vocabulary is how you communicate. If you don’t know a word, look it up or ask somebody. When you skip words you don’t know or understand, you will be lacking knowledge, which means that someone else could have power over you because they know more. Think about that!
Learning Materials
- Chromebook.
- Access to StudySync
- Paper and writing utensil, even when on-line. You can take pictures of some of the work and load it into GOOGLE Classroom, which is what I will be using this year.
- You will still need note paper and writing utensils. You still need to process what you are reading and writing, and sometimes that means you have to take notes, or write notes to your self. There will be some times that you will take a picture of your papaer with your phone and upload it to GoogleClassroom.
Expectations
- Attend class daily - whether online or in class.
- Take responsibility for getting assignments and information missed when absent. Using this syllabus will help to keep you on track.
- You are expected to complete the content from the syllabus below; however, I may occasionally give a different or other assignment. I will let you know if that happens.
StudySync Curriculum - 10th Grade
UNIT 1: DESTINY - 45 days
Unit
Content
Objectives for Students
Student Assessments
DESTINY
Unit Overview
Guiding Question: How much of what happens in our lives do we actually control?
*Watch the DESTINY Video and read the content below the Video. Take notes.
We will discuss
Explore background information about Destiny. Look for news articles or other media.
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
DESTINY
Instructional Path to Your Assignments
Write a 7-10 sentence paragraph in answer to the question, and turn it in to Google Classroom.
Mandatory
Assignments
Blast: Losing Control
First Read: The Sports Gene
Skill: Central or Main Idea
Close Read: The Sports Gene
Blast: You’re Hired
*Invictus
*First Read
*Skill: Theme
*Poetic Structure
*Close Read
*Skills: Theme, Poetic Structure, Close Read
*If
* First Read: Luck Is Not Chance
* Skill: Poetic Elements
*Close Read: Luck is not chance
*Blast: Forever Young
Questions for
Destiny Unit:
Answer these questions on a separate sheet of paper and turn it in to GoogleClassroom.
1)Look up the word “destiny” and define the word, and use it in a sentence.
2) Who drives your destiny - you? Other people in your lives? Both? Respond using complete sentences.
3) Can you change your destiny? Respond using complete sentences.
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
DESTINY
Extended Writing Project
*Extended Writing Project:
This unit lesson introduces you to the idea of creating an argument and supporting it in a written literary analysis of two works of literature read in this unit. You will be given the tools to begin to formulate an argument after analyzing a student model.
*Argumentative Writing
*Extended Writing Project: Prewrite
*Skill: Thesis Statement
*Blast: Audience, Purpose, and Style
*Skill: Organize Argumentative *Writing
*Skill: Supporting Details
*Extended Writing Project: Plan
*Skill: Introductions
*Skill: Body Paragraphs and Transitions
*Skill: Conclusions
*Draft
*Citations
*Revisions
*Edit, Proofread, and Publish
Extended Writing Project
Using the templates in the column to the left you will go through a writing project in StudySync.
You will be doing this in and out of class, if you get behind.
We will work together online and offline to complete this project.
Assessment
Complete writing project and turn it in.
Novel Study
*MACBETH - http://shakespeare.mit.edu/macbeth/full.html
As a class we will work through the difficulties of Shakespeare. We will have assignments on paper, and some assignments in StudySync.
*Assessment
Essay
End of
Unit
Assessment
Grade 10 - Unit 1
End-of-Unit Assessment
This assessment uses grade-level appropriate passages and writing prompts to assess student performance against the key reading, writing, and language standards covered in the unit.
This will be done in class.
We will talk about how the assessment went, and write a short reflection on how you felt about it.
Research
How much of what happens in our lives do we actually control?
In order to understand the role of fate and free will from a variety of viewpoints, students will research the issue of destiny versus freedom of choice in media such as video, audio recordings, graphics, articles, and books. If introduced in the first half of the unit, this research project will serve as a resource for the Extended Writing piece students will produce at the unit’s close.
Complete your research project on time by using the assignments in StudySync.
You will write a short reflection about how well you think you did and what were your struggles with the task.
UNIT 2: TAKING A STAND - 45 days
Unit
Unit Content
Student Objectives
Student Assessment
TAKING A STAND
Instructional Path To Your Assignments
Introduction/Driving Question: If rules are put in place to keep us safe, is there ever a time when we should be fighting against them?
Write a 7-10 sentence paragraph in answer to the question, and turn it in to Google Classroom.
Assignments:
*The Big Idea (Blast)
Candide Assignments
* First Read: Candide
* Skill: Point of View
*Skill: Word Meaning
*Skill: Textual Evidence
*Close Read: Candide
*Fahrenheit 451
*First Read: Soeech to Second Virginia Convention
*Skill: Author’s Purpose and Author’s Point of View
*Close Read: Speech to the Second Virginia Convention
*First Read: Impassioned *Arguments Mark High Court
*Flag-Burning Decision
Skill: Informational Text Elements
*Skill: Media
*Close Read: Impassioned Arguments Mark High Court Flag-Burning Decision
*First Read: Burning the Flag
Close Read: Burning the Flag
*Blast: Taking a Stand
Explore background information about “Taking a Stand.”
Questions for Taking a Stand Unit:
Anser these questions on sheet of paper and turn it in to GoogleClassroom.
1) What does it mean to “take a stand”? Give an example.
2) What makes you want to “take a stand” on something? Write a paragraph about a time you stood up for someone who was innocent, or someone you know that had this situation.
3) What is something that you would “take a stand” on? You could talk about politics, school, work, etc.
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
Final Assessment at end of Unit
TAKING A STAND
Extended Writing Project
Extended Writing Project: Literary Analysis
This unit lesson introduces you to the idea of literary analysis.
Extended Writing Project: Prewrite
*Skill: Thesis Statement
*Blast: Audience, Purpose, and Style
*Skill: Organize Argumentative *Writing
*Skill: Supporting Details
*Extended Writing Project: Plan
*Skill: Introductions
*Skill: Body Paragraphs and Transitions
*Skill: Conclusions
*Draft
Extended Writing Project
Using the templates in the column to the left you will go through a writing project.
You will be doing this in and out of class, if you get behind.
We will work together online and offline to complete this project
Assessment
Complete the Writing Project and Turn It In
Novel Study
Fahrenheit 451
Link to the book.
https://www.fsusd.org/cms/lib03/CA01001943/Centricity/Domain/2034/Fahrenheit%20451.pdf
As a class we will work through the difficulties of vocabulary and comprehension. We will have assignments on paper, and some assignments in StudySync.
Assessment
Essay
End-of-Unit Assessment
Grade 10 - Unit 2
End-of-Unit Assessment
This assessment uses grade-level appropriate passages and writing prompts to assess student performance against the key reading, writing, and language standards covered in the unit.
We will talk about how the assessment went, and write a short reflection on how you felt about it.
Research
What does it take to challenge the rules? In order to better understand how and why people might choose to challenge authority and break the rules, students will select an event from history in which one group or individual rose up against authority. Students will research the movement as portrayed in various mediums, including music, recordings, photography, film, television, and print. If introduced in the first half of the unit, this research project can serve as a resource for the Extended Writing piece students will produce at the unit’s close.
Complete your research project by using the assignments in StudySync.
You will write a short reflection about how well you think you did and what were your struggles with the task.
Unit 3. TECHNICAL DIFFICULTIES
Unit
Content
Objectives for Students
Student Assessment
TECHNICAL DIFFICULTIES
Unit Overview
Guiding Question:
What kind of responsibilities do we have to our society and our environment?
*Watch the “Technical Difficulties” video and read the information below.
Explore background information about the phrase “Technical Difficulties.”
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
TECHNICAL
DIFFICULTIES
Instructional Path to Your Assignments
Mandatory Assignments
*Blast: Technical Difficulties
*Prometheus
-First Read: Prometheus: The Friend of Man
-Skill: Character
-Close Read: Prometheus Friend of Man
*Frankenstein
-First Read: Frankenstein
-Skill: Allusion
-Skill: Media
-Close Read: Frankenstein
Questions for Technical Difficulties Unit:
*What kind of “Technical Difficulties” have you personally encountered in your life? Explain in a paragraph.
*What kind of “Technical Difficulties” do you know about that happen to other people? Think about people who have to use technology all the time in their job.
Example: A person who is responsible for the electrical grid. What kind of issues do people have that relates to technology.
Research a job that could potentially have a LOT of technical difficulties and write a three paragraph essay.
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
TECHNICAL DIFFICULTIES
Extended Writing Project
Extended Writing Project
This unit includes a variety of texts and materials that deepen students’ knowledge about the moral dilemmas and consequences that may arise from new technology and the responsibility people must therefore accept. The research links found in the Blasts provide diverse insights into this issue, providing a framework for students to write an informative/ explanatory essay about the positive and negative effects of new technology and the responsibility people must assume for what they create.
Extended Writing Project
Using the templates in the column to the left you will go through a writing project in StudySync.
Assessment
Complete writing project and turn it in.
TECHNICAL DIFFICULTIES
Novel Study
Fahrenheit 451
Link: https://www.fsusd.org/cms/lib03/CA01001943/Centricity/Domain/2034/Fahrenheit%20451.pdf
I DO, YOU DO,
WE DO
As a class we will work through the difficulties of this piece. We will have discussions, assignments on paper, and assignments in StudySync.
*Assessments
-Essay
-Short Story
End of Unit Assessment
Grade 10 - Unit 1
End-of-Unit Assessment
This assessment uses grade-level appropriate passages and writing prompts to assess student performance against the key reading, writing, and language standards covered in the unit.
This will be done in class.
We will talk about how the assessment went, and write a short reflection on how you felt about it
Research
What responsibility do we have for what we create? In order to better understand the role technology plays in our lives, students will research the advantages and drawbacks of technological innovations as they are portrayed in various mediums. If introduced in the first half of the unit, this research project can serve as a resource for the Extended Writing piece students will produce at the unit’s close.
Complete your research project on time by using the assignments in StudySync.
You will write a short reflection about how well you think you did and what were your struggles with the task.
UNIT 4: THE HUMAN CONNECTION
Unit
Content
Objectives for Students
Student Assessment
THE HUMAN
CONNECTION
Unit Overview
Guiding Questions:
How do our interactions with those around us and with the larger world make us who we are?
*Watch “The Human Connection Video.” Take notes. We will discuss.
Explore background information on what “The Human Connection” means. Look up the word “hermit” and think about rarely having any connections with anyone.
Be prepared to discuss.
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
Instructional Path to Your Assignments
*Blast: Showing Our Signals
Plutarch’s Lives
*First Read:
*Skill: Central or Main Idea:
*Close Read:
Julius Caesar
*First Read: Act III, Scene II
*Skill: Compare and Contrast
*Skill: Media
*Close Read: Act III, Scene II
Civil Peace:
*First Read:
*Skill: Cultural Context
*Close Read:
*Blast: Half Empty or Half Full?
Book Thief
*First Read:
*Skill: Story Structure
*Close Read:
Hotel Rwanda
*First Read:
*Close Read:
*Blast: The Lessons of Genocide
Dover Beach
*First Read:
*Close Read:
*First Read: Catch the Moon
*Blast: We Are the World We Live In
Those Winter Sundays
*First Read:
*Skill: Tone
*Close Read:
*Blast: I need You, You Need Me.
Questions for The Human Connection Unit:
1)Go back to the Unit Preview, to see what you should be focusing upon. Take notes on the speaker, and the text below the video. What do these people have in common with each other regarding the theme of the “human connection”.
1) Vocabulary
2) Assignments
3) Readings
4) Answer questions in StudySync
Extended Writing Project
Extended Writing Project: Narrative Writing
Follow the path of these are assignments that will send you on a journey of Narrative Writing.
*Skill: Organize Narrative Writing
*Extended Writing Project: Prewrite
*Skill: Introductions
*Skill: Narrative Techniques and *Sequencing
*Extended Writing Project: Plan
*Blast: Descriptive Details
*Skill: Writing Dialogue
*Blast: Audience, Purpose, and Style
*Skill: Conclusions
*Extended Writing Project: Draft
*Skill: Body Paragraphs and Transitions
*Extended Writing Project: Revise
*Extended Writing Project: Edit, Proofread, and Publish
You will be doing this in and out of class, if you get behind.
We will work together online and offline to complete this project.
Complete writing project and turn it in.
Novel Study
The Book Thief
The text will guide you and you will have assignments along the way.
Make sure to keep up!
Due date to be determined.
End of Unit Assessment
Grade 10 Unit 4 End-of-Unit Assessment
This assessment uses grade-level appropriate passages and writing prompts to assess student performance against the key reading, writing, and language standards covered in the unit.
Due date to be announced.
Research
OVERVIEW
How do our interactions define us? In order to better understand human interaction, students will explore diverse aspects of human interaction as portrayed in various mediums, including music, recordings, photography, film, television, and print. If introduced in the first half of the unit, this research project can serve as a resource for the Extended Writing piece students will produce at the unit’s close.
As students work to complete their research projects, remind them of the skills they have practiced and applied during the unit. They should incorporate this knowledge into their work as they discuss, plan, research, and create the project, as well as when they deliver their presentations. If students choose to work on a topic for an informative/explanatory presentation, they should plan and deliver a presentation that presents evidence in support of a thesis, conveys information from both primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. If students select a topic that involves planning and presenting an argument, they should present an argument that supports a claim, acknowledges counterarguments, organizes evidence logically, and provides a concluding statement that supports the argument presented.
To help students plan and conduct their research and prepare and deliver their presentations, you may wish to use any combination of the following lessons and resources from the StudySync Speaking & Listening Handbook.
-
Be prepared to get online! Make sure you check your schedule and be on time to class.
I am very excited to see the students I had as 9th graders and meet the new students who I did not know.
This is going to be a great year! Looking forward to knowing you!
