ENGLISH 1A/1B & 2A/2B ANDREA FRANCIS |

AS AN EDUCATOR Folsom High School (FCUSD) Teacher (8/2014 to 9/2014) Hiram Johnson High School (SCUSD) Teacher (3/2014 to 6/2014) University of Arizona Coordinator, Academic Success and Achievement (8/2013 to 3/2014) University of Arizona Instructor, English (2011 to 2013) Ruth Asawa School of the Arts/The Academy of Arts and Sciences (SFUSD) Teacher (2006 to 2011)

EDUCATION AND CREDENTIALS University of Arizona, Tucson, AZ M.F.A. in Creative Writing, Poetry, 2013 University of Iowa, Iowa City, IA Graduate, Summer Writers’ Workshop in Poetry, 2010 San Francisco State University, San Francisco, CA Single-Subject Teaching Credential in English, 2006 University East Anglia, Norwich, UK (transfer from UC Santa Cruz) B.A. Honors in English, 2003 Folsom High School Graduate, 1999

ABOUT COURSE 2A/2B Texts we will read: “Cold Equations,” “The Pedestrian,” Animal Farm, The Lorax, Julius Caesar; Lord of the Flies; “The Masque of the Red Death,” A Long Way Gone, I Know Why the Caged Bird Sings (partial), House on Mango Street, Shakespearean sonnets, and selected poetry and nonfiction Major Assignments: Literary Analysis; Propaganda & Rhetoric Collaborative Project; Persuasive Speech using Rhetoric Imitating Author’s Style using Creative Writing Writing a science fiction story, Autobiographical “I” story & poem, Shakespearean sonnet Persuasive Essay (2); Literary Analysis Essays (2); Final Writing Portfolio

ABOUT COURSE 1A/1B Texts we will read: Greek Gods and Monsters; The Odyssey; Fahrenheit 451; Of Mice and Men; To Kill a Mockingbird; Night; Romeo & Juliet; Selected poetry and nonfiction Major Assignments: Monsters Project; Greek Gods Dictionary Imitating Author’s Style using Creative Writing Write a sequel stanza to Odyssey, first page of own sci-fi novel, description of Steinbeck setting, dialogue like Lee, poem imitation, soliloquy Persuasive Essay (2); Literary Analysis Essays (2); Autobiographical Essay; Final Writing Portfolio

SKILLS ENGLISH 9-10 Reading: Key Ideas and Details, Craft and Structure, Integration of Knowledge & Ideas, Range of Reading and Level of Complexity (including informational texts) Writing: Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, Range of Writing Speaking & Listening: Comprehension and Collaboration, Class Discussion, Evaluation of Perspectives Language: Conventions of Standard English, Vocabulary Acquisition and Use, Knowledge of Language

SURVIVAL TIPS FOR ENGLISH 1A/1B & 2A/2B English class reading for ½ hour every night (minimum); try for same time every night (e.g., after dinner) Check that homework is FULLY completed; allow for fifteen minutes of review/revision after “completion” (revision is a key component of writing process) Encourage pleasure reading by providing access to skill- level appropriate materials about subjects your student cares about (e.g., trips to library or book store); positively reinforces critical thinking and reading comprehension skills; will ensure your student’s success and achievement

WAYS TO GET INVOLVED Monitor your student’s progress via PawsPort (student agendas) Have student share daily calendar updates and deadlines Monitor your student’s progress online Teacher website coming soon! Gradebook online (Power School) WASC Parent Opinion Survey (link located on our school website) Vote on Measure G See information located near the door

CONTACT INFORMATION PLEASE contact if: your student has special needs that you would like me to be made aware of if you have additional questions throughout the year to schedule a conference (at your discretion)