1. ENGLISH 3 Juniors Miss Bone

2. About Me! El Camino High School Graduate, 2003 Study Abroad at Trinity College, Oxford University, England BA in English (honors): University of California, Berkeley, 2007 ◦ Focus in Holocaust writing and 20 th century American Literature M.Ed in Education & Credential: University of California, Los Angeles, 2009 Teaching/Coaching Experience: ◦ AVID and English, (Academic Leadership Community, LA) ◦ Swim Coach (LA, Vista, FHS) ◦ Assistant Women’s Crew Coach (Berkeley High)

3. GOALS – STUDENTS WILL BE EXPECTED TO: We will be following the Common Core standards. Students will continue to develop their understanding of grammar and vocabulary through daily and weekly lessons and exercises. ◦ Write to a variety of prompts in differing genres for an intended purpose and audience ◦ Analyze an author’s craft and connect it to his/her larger message ◦ Explore, discuss, and connect American History and American Literature ◦ Interpret text and justify his/her interpretation ◦ Incorporate evidence into written analysis ◦ Evaluate an argument ◦ Discuss text, context, and history in informal and formal formats ◦ Lead Socratic Seminars ◦ Write at a collegiate level ◦ Successfully complete the EAP and demonstrate college readiness

4. 1 st Semester: Conformity vs. Individuality 2 nd Semester: The American Dream and Nightmare The Crucible – Arthur Miller ◦ Focus on American history, allegory, and literary analysis ◦ Research Essay The Adventures of Huckleberry Finn – Mark Twain ◦ Focus on analysis, bildungsroman, symbolism, geography, and satire ◦ Multigenre Project; Censorship Essay; Banned Books Project Deconstructing a Prompt Genuine and quality analysis Writers’ Conditioning EAP Practice, Evaluation, Timed Essays Argumentation – Ethos, Logos, Pathos Expository essays in response to literature Historical Investigations The Great Gatsby – F. Scott Fitzgerald ◦ Focus on literary devices and author’s message; pairs with Harlem Renaissance readings and analysis ◦ Lost Generation Writers ◦ Jazz Age Project; Compare/Contrast Authors’ Message Essay One Flew Over the Cuckoo’s Nest –Ken Kesey ◦ Focus on narrative structure, character archetypes, allusions ◦ Beat Generation Writers ◦ Civil Disobedience Project A Raisin in the Sun - Lorraine Hansberry ◦ Focus on reading for allegory, character development, and literary analysis ◦ Performance Project; Director’s Notebook Historical Investigation Research Paper Official EAP Essay (April) Argumentation - diction, stylistic and persuasive devices Responses to Literature—focused upon imagery, diction, themes, textual references, stylistic devices 1 st Semester: Writing Emphasis: 2nd Semester: Writing Emphasis:

5. Class Readings In addition to the novels read in class, the students will also be required to do outside reading, one pre-approved text per semester. Time will be given in class to read on block day and occasionally on Fridays, but students will mostly be responsible for this work on their own. Other resources to be used in class are: ◦ How to Read Literature Like a Professor – Thomas C. Foster ◦ Elements of Literature and Language of Literature by Holt (textbooks to be provided in class)

6. Requirements Classroom RequirementsHome Requirements One subject notebook – college ruled – for journals, quickwrites, and notes A divided section in their binder (may share with another class) for: Reading, Writing, Grammar, Vocabulary, Misc. Several colored pens and highlighters Unit text/novel OR Book Notecards Participation in classroom discussions Communicate needs as they arise Keep an e-mail address through Schoolwires that is current and checked often Set aside time for homework and reading for class Complete OR assignments each quarter Complete homework before the beginning of the class period in which it is due

7. Absences/Tardies Frequent absences and tardies make learning difficult. It is a STUDENT’S responsibility to schedule and make up missed assignments, tests and quizzes Review the While You Were Gone Notebook and Folders before class and check with the teacher after class. Students have ONE week to make up any missed quiz or test and TWO days for assignments. Students have homework about 3-4 times a week and often reading every night. Large assignments and due dates will be posted on Schoolwires. They are due that day NO MATTER WHAT!

8. Grade Scale Weighted Grade Categories: 30% Essays 15% Final 15% Homework and Discussions 20% Test/Quizzes 10% Outside Reading 10% Participation and Class Activities All work will be given points, and grades will be based upon a cumulative point scale at the end of each term: 93%A73%C 90%A-70%C- 88%B+68%D+ 83%B66%D 80%B-60%D- 78%C+59%F

9. COMMUNICATION I appreciate and value your concerns and input. Please feel free to contact me at any time throughout the term. Please remember that responses may take two business days. Email is the easiest way to contact me. - Sbone@fcusd.org Phone - (916) 294-2400 ext. 415211 Please note: essay and grade conferences for students occur in person, not over the phone or through email. I may periodically send reminder emails, updates, etc. Be sure to have an updated email address on Schoolwires.

10. ENGLISH DEPARTMENT DONATIONS The district supplies most of our necessities, but some luxuries are nice! Suggested items… *Ream(s) of white paperColored pencils *Ream(s) of colored paperColored Sharpies * Hand SanitizerColored Markers * Kleenex White board eraser Whiteboard Dry Erase Markers *Most needed!

11. Classroom Library I am trying to grow my classroom library, and I would love your help. If you would like to donate something other than what was on the previous list I ALWAYS appreciate any used books appropriate for adolescent readers. Thank you!