Mr.

Anguiano, Room 315

English 10AB, Course Syllabus
King/Drew Magnet High School of Medicine and Science
Objectives
Students will be able to:
Communicate their understanding of grade appropriate texts through class
discussion, peer engagement, personal reflection, and written response.
Use process driven writing approaches to write several types of essays: narrative,
persuasive, expository, and response to literature.
Proofread, edit and evaluate compositions according to criteria of Standard
English.
Combine sentences for greater writing facility.
Link literary themes to themselves and society.
Increase vocabulary.
Students will be able to demonstrate independence, build strong content knowledge, and
respond to the varying demands of audience, task, purpose, and discipline. Students will
also be able to comprehend as well as critique, value evidence, use technology and digital
media strategically and capably, and come to understand other perspectives and cultures
in accordance to the Common Core State Standards.
Attendance & Tardiness
You will be expected to be present daily according to King/Drews regular attendance
policy. If you need to be out for an extended period, you must let me now in advance.
When you return from an absence, one of your responsibilities as a student is to
request any missed work; I will not approach you or remind you about finding out what
you may have missed. Make it your responsibility to contact a peer regarding any missed
classroom activities or assignments.
Be aware that homework will be collected at the opening of class. Again, you must make
it your responsibility to be prompt to each class.
Supplies
You are expected to have the following with you everyday:
1. A three-ring binder
2. two blue or black pens
3. Any assignment text we are working on as a class
4. Loose-leaf paper
Classroom Conduct
Appropriate conduct is very important to maintaining a classroom community where
everyone is respected. The following rules/procedures are to be followed at all times.

1. Students should be in their seats with all supplies before the bell rings.
2. Students should be on time. If you have three unexcused tardies in any five
week period, you will receive a U in work habits.
3. Students are expected to respect the learning community by not using offensive
language, slurs or remarks which are offensive to me, other students, or
classroom guests.
4. No drinks, eating or gum chewing in class.
5. In the event of my absence, I expect you to follow the rules, and instructions left
with your guest instructor.
6. Part of education is learning how to get along with individuals outside of your
race or ethnicity, gender or clique. As a result, you will have an assigned seat to
maximize your interaction with a diverse group of students.
7. Students are also advised that plagiarism and/or cheating are grounds for failure
of that assignment. Repeated cheating offenses are grounds for failure of the
class, and class removal.
8. Adhere to the King/Drew uniform policy-you will wear it well! P.S Hair styling
is to be done at home, not in the classroom (this includes brushing or braiding
hair, putting on makeup, putting on lotion, or any other distracting actions i.e.
cell phones, electronic devices).
9. Do not throw away any of your returned work.
10. All work for this class will be done in pen only. (Unless otherwise stated)
11. If we are working with a particular novel, play, or packet of writing, you are
expected to have that with you until we have exhausted the unit.
12. Any in-class assignment that are to be turned in should be done on loose- leaf
paper. Edges of paper must be clean and void of any fringes.
13. Students should enter the room quietly and start work immediately.
14. Restroom passes will be allowed for emergencies only. Use the restroom before
or after class
15. Remain quiet and listen when another member of the class is speaking.
16. Raise your hand to speak.
17. Lastly, I dismiss you and not the bell! Please also refer to specific rules as
outlined in the discipline and procedure plan.
Assignments & Grading
Assignments are due at the beginning of each class. Please see me beforehand if you
need an extension. Late work will not be accepted unless you have an excused
absence. If you knew you were going to be absent (i.e.: you have an away game or you
are going on a field trip, etc.) you must discuss the absence with me beforehand if you
wish to have the opportunity to turn in any missed work.
Every assignment you complete will be worth a certain number of points based on its
importance and/or the time required for thorough completion. You can expect group and
individual work in the form of writing assignments, essays, presentations, quizzes, and
tests.

All paper and essays are expected to be typed and double-spaced (written in Times New
Roman, size 12 point). There are no exceptions. I will not read anything that is not typed.
Contact me as soon as possible if you think you will have problems typing up your
assignments. In the upper right hand corner you will have in this order: Your Name, The
Period, and The Date you turned the paper in. These will be single-spaced.
Students are expected to achieve the following in:
Reading
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.1
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and
proficiently.
Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
9. Draw evidence from literary and/or informational texts to support analysis, reflection,
and research.
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Speaking and Listening
1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence such that listeners can follow
the line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal English when indicated or appropriate.
Language
1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting general
and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words
and phrases sufficient for reading, writing, speaking, and listening at the college- and
career-readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.

Tutoring is available Monday through Thursday during Nutrition and Lunch.

Please use this opportunity to addressing any questions you may have about
classwork, homework, essays, or upcoming tests.
My grading scale is as follows:
100-90%= A
89-80%=B
79-70%=C
69-60%=D
59% & below= Fail
*Extra credit is rarely offered.
To find your percentage on any assignment, as well as your final percentage at any point
during the semester, simply divide the number of points you received by the number of
points possible (i.e. 9 points out of 10=90%=A; 21 points out of 25=84%=B).

After reviewing the Course Syllabus with your parent or guardian, please return the
following to me.

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Teacher/Student/Parent-Guardian Contract
English 10 AB, Mr. Anguiano, Rm. 315
I have read the syllabus, understand all the information provided, and agree to its content.
STUDENT NAME (please print): ___________________________________________
STUDENT SIGNATURE: _________________________________________________
DATE: __________________________________
I have read this syllabus, discussed its content with my child, and understand all the
information provided. I agree to support my childs academic achievement this year.*
PARENT/GUARDIAN NAME (please print) ___________________________________
PARENT/GUARDIAN SIGNATURE: ________________________________________
DATE: __________________________________________
*Please provide a phone number and email where I can readily contact you:

Phone Number: _________________________________________________________

Email: _____________________________________________________________