1. ENGLISH Honors 10 th GRADE with Ms. Shingara

2. About Ms. Shingara BA in English : Single Subject Teacher Preparation, Sonoma State University ◦ Literature Concentration – Later American Literature ◦ Minor – Military History Credentials: English and Social Science, CSU Sacramento Continuing Education: Globe Education Academy, Globe Theatre, London, England, and UC Davis Teaching Experience: ◦ English 9, 10 Honors, 11, and 12 (El Camino High School, Mira Loma High School, Folsom High School) ◦ IB Theatre (Mira Loma High School) ◦ International Relations, Psychology, American Government (Mira Loma High School) Advisor Roles (2015-2016) ◦ GPS Seminar IV Project Advisor; Senior Class Advisor; GSA; ComedySportz High School League (Improv Club)

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. ◦ Do research on a topic in order to effectively write an argument-centered paper. ◦ Revise and edit their (and peer) papers in order to develop as a writer and thinker. ◦ Conduct inquiry ◦ Participate in class through the Socratic method by sharing their writing and opinions on a subject in both small and large group discussions. ◦ Read and analyze text using literary terms/devices for a deeper meaning. ◦ Develop critical thinking and problem solving skills, effective oral and written communication techniques, and the ability to collaborate effectively. ◦ Look at problems and issues in literature from multiple perspectives in order to take a position on the topic at hand.

4. Class Readings 2 nd Semester: The Nature of Man: Destruction and Redemption ◦ Antigone – Sophocles  Focus on persuasive techniques and logical fallacies (pre-AP) ◦ Western Tradition: Bible Stories, Arthurian legend, Sinbad etc. – Textbook  Focus on analysis, levels of questioning and building a literary knowledge base ◦ The Old Man and the Sea – Ernest Hemmingway  Focus on the Hero’s Journey/quest and how to read for deeper meaning ◦ A Lesson Before Dying – Ernest Gains (if time)  Focus on narrative structure, justice and canon Animal Farm – George Orwell ◦ Focus on rhetorical devices and strategies A Tale of Two Cities – Charles Dickens ◦ Focus on dichotomy and narrative structure…author’s use of rhetoric to convey an overall meaning Lord of the Flies – William Golding ◦ Focus on reading for allegory, literary analysis and expository/explanatory writing Othello – William Shakespeare ◦ Focus on analyzing literature and language through the literary devices 1 st Semester : The Nature of Man: Self-Discovery and the Quest

5. Class Readings In addition to the novels read in class, the students will also be required to do outside reading (OR). 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. There are quarterly assignments paired with each OR text. 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! EMAIL is acceptable for long term assignments to count as ON TIME. One letter grade drop per day late on a long term assignment (maximum of 2 Days Late = Starting at 70%)

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 Gradebook Codes: N = No Submission L = One Day Late (max of ½ Credit) 0 = Submitted Work, Earned a Zero – or Did Not Participate All work will be given points, and grades will be based upon a weighted 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. - kshingara@fcusd.org Phone - (916) 294-2400 ext. 415206 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 *Most needed! Whiteboard Dry Erase Markers

11. Classroom Library I have been trying to build and restock my classroom library over the last few years. If you would like to donate something other than what was on the previous list I ALWAYS appreciate any used books appropriate for teenagers. Thank you!

12. ENGLISH ELEVEN with Ms. Shingara Ms. Shingara

13. About Ms. Shingara BA in English : Single Subject Teacher Preparation, Sonoma State University ◦ Literature Concentration – Later American Literature ◦ Minor – Military History Credentials: English and Social Science, CSU Sacramento Continuing Education: Globe Education Academy, Globe Theatre, London, England, and UC Davis Teaching Experience: ◦ English 9, 10 Honors, 11, and 12 (El Camino High School, Mira Loma High School, Folsom High School) ◦ IB Theatre (Mira Loma High School) ◦ International Relations, Psychology, American Government (Mira Loma High School) Advisor Roles (2015-2016) ◦ GPS Seminar IV Project Advisor; Senior Class Advisor; GSA; ComedySportz High School League (Improv Club)

14. 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

15. 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:

16. 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)

17. 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

18. 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! EMAIL is acceptable for long term assignments to count as ON TIME. One letter grade drop per day late on a long term assignment (maximum of 2 Days Late = Starting at 70%)

19. Grade Scale Weighted Grade Categories: 30% Essays 15% Final 15% Homework and Discussions 20% Test/Quizzes 10% Outside Reading 10% Participation and Class Activities Gradebook Codes: N = No Submission L = One Day Late (max of ½ Credit) 0 = Submitted Work, Earned a Zero – or Did Not Participate All work will be given points, and grades will be based upon a weighted 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

20. 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. - kshingara@fcusd.org Phone - (916) 294-2400 ext. 415206 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.

21. 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 *Most needed! Whiteboard Dry Erase Markers

22. 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!