10th Grade English Spring Syllabus 

Instructor(s): Ms. Lundberg, Mr. Lira, Ms. Castillo 
Overview 
This course and the grading policy are designed to help students master skills in English Language Arts by 
creating an advocacy campaign that uses creativity and 21st century skills in research and technology.  

Materials  Communication 
Spiral Notebook (150 pages, highly recommended)  Email: castillo18@gmail.com 
Composition Book  Text (via Remind App): Text @castillo_____ to 81010 
Pen, Pencil, Highlighter  Websites:  
Assigned Class Text  classroom.google.com (for assignments) 
lms.lausd.net (for grades) 
Access Code: ________________ 

Classroom Guidelines  Progressive Responses to Violating Class 

- Arrive to class on time  Guidelines 
- Speak like a scholar  - Student Warning & Conference 
- Keep the room clean  - Removal of Privileges  
- Stay organized 
- Electronics will be confiscated by the teacher 
- Work with others 
and returned after class; if students or parents 
- Ask questions 
- Show respect for school property and personal  are not comfortable with a teacher holding 
property  personal items, then students will be sent to the 
- Treat others how you want to be treated  office to turn them in and/or receive a phone call 
- Ask for permission to leave the class and always  home. 
have a pass  - Restroom/Water passes will be revoked. 
- Leave electronics in your bag or pocket at all  Students who leave without permission will be 
times, unless you’ve asked and were given  marked truant. 
permission 
- Unhealthy foods will be swapped/held by the 
teacher and returned after class. 
- Parent Phone Call 
- Parent Conference 

Attendance  Grades 
- Absent students are not excused from  - Grades can be checked on Schoology (lms.lausd.net) 
assignments.   - Students will only be graded on their mastery of 
- Students must make up any missed work.  learning targets, which will be checked through 
- Extensions are only given if there’s a doctor’s  assessments.  
note.    - Assessments are graded using a 0 - 4 point rubric.   
- There is no make-up work or extra credit.   0 = F 1 = D 2 = C 3 = B 4 =A 
- Assignments are posted on  - Assessment grades will be averaged using the 
classroom.google.com, as well as Schoology.  following percentages. 
- Tutoring is a great time to catch up on missing  A = 80 – 100% 
work.  B = 60 – 79% 
- Tutoring:   C = 40 – 59% 
Thursdays, after school in room 421  D = 20 – 39% 
F = 0 – 19% 
- A semester grade will be based on overall mastery of 
each learning target. 
- Grades can be improved by attending tutoring.  
 
Mastery Rubric   
Students are given multiple opportunities to   
demonstrate proficiency and all graded assignments 
Mastery Grading Scale 
include rubrics with learning targets.  
Semester grades are determined by the level of 
4-Pt Rubric  Description  mastery as described below. 

4   The student demonstrates complete  Grade  Description 

Mastery  and detailed understanding of the 
A  Demonstrated mastery (4) in at least 80% of 
learning target. 
the learning targets and has no far below 
3  The student demonstrates considerate  basic (0) scores. 
Proficiency  understanding of the learning target. 
B  Demonstrated proficiency in at least 80% 
2    The student demonstrates incomplete  of the learning targets. 
Basic   understanding of the learning target. 
C   Demonstrated basic ability in at least 80% 
1   The student demonstrates very little  of the learning targets. 
Novice   understanding or has multiple 
D  Demonstrated novice ability in nearly half 
misconceptions about the learning 
of the learning targets. 
target.  
F  Demonstrates far below basic ability in 
0  The student demonstrates no 
over half of the learning targets. 
Far Below  understanding of the learning target.  
 
Basic 
 
Academic Integrity 
Learning Targets Summary  - To learn we must try to complete all assignments 
1. Reading (R) - Cite text  on our own.  
2. R - Determine figurative and connotative  - Words and ideas that belong to someone else 
meanings & analyze impact  must be properly cited. Using words or ideas 
3. Writing (W) - Write effective arguments  that are not your own and are not cited is 
4. W - Write informative/explanatory texts   considered plagiarism.  
5. W - Write creative narratives    
6. W - Incorporate appropriate technology in  Consequences for Plagiarism on Formative 
written assignments  Assessments 
7. W - Revise & edit  - Student Conference 
8. W - Conduct research  - Mandatory Tutoring 
9. W - Write routinely over extended and shorter  - Redo Assignment 
time frames  - Additional assignment on Plagiarism 
10. Speaking & Listening (SL) - Participate in a   
Socratic Seminar   Consequences for Plagiarism on Summative 
11. SL - Prepare and give presentations   Assessments 
12. Language (L) - Use appropriate language  - Call Home to Parent 
conventions  - Counselor & Principal Notification 
13. L - Use academic words  - 0 on Assessment 
   
We have read and discussed the entire class syllabus. We understand what is expected and agree to all the terms listed in 
the syllabus. 
 
Parent Name ______________________________ Parent Signature ________________________________ 
Phone # _____________________________ Text Ok? Yes / No Email _______________________________ 
Student Name _____________________________ Student Signature _______________________________  
     
Learning Targets 
1. Reading: Cite strong and thorough textual evidence to support analysis of what the text says 
explicitly as well as inferences drawn from the text. (RL10.1;RI10.1) 
2. Reading: Determine the meaning of words and phrases as they are used in the text, including 
figurative and connotative meanings; analyze the cumulative impact of specific word choices on 
meaning and tone (RL10.4; RI10.4) 
3. Writing: Write an argument that incorporates all argumentative elements effectively. (W10.1A-E) 
4. Writing: Write informative/explanatory texts to examine and convey complex ideas, concepts, 
and information clearly and accurately through the effective selection, organization, and analysis 
of content. (W10.2A-F) 
5. Writing: Write narratives to develop real or imagined experiences or events using effective 
technique, well-chosen details, and well-structured event sequences. (W10.3A-E) 
6. Writing: Produce and distribute clear and coherent writing that incorporates technology and in 
which the development, organization, and style are appropriate to task, purpose, and audience. 
(W10.4 & 6) 
7. Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or 
trying a new approach, focusing on addressing what is most significant for a specific purpose 
and audience. (W10.5) 
8. Writing: Conduct short as well as more sustained research projects to build and present 
knowledge. (W10.7-9) 
9. Writing: Write routinely over extended time frames and shorter time frames for a range of tasks, 
purposes, and audiences. (W10.10) 
10. Speaking & Listening: Prepare and participate effectively in a Socratic Seminar. (SL10.1-3) 
11. Speaking & Listening: Prepare and give a presentation that incorporates technology effectively. 
(SL10.4-6) 
12. Language: Use appropriate language conventions. (L10.1-2) 
13. Language: Acquire and use new vocabulary effectively. (L10.4-6) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
COURSE OUTLINE (Dates and activities are subject to change based on need) 
 
Units  Dates  
   
Unit 1: Pathos  January 15 - No school (Martin Luther King Jr.) 
Weeks 1 - 5 (5 weeks)   
January 25 - Field Trip (Invite Only) Japanese 
Does the use of chemical weapons constitute a war 
American National Museum 
against humanity? Is the use of chemical weapons 
 
ever justified?  February 8 - Grades Due 
   
February 16 - Field Trip (Union Rescue Mission + 
Assignment Due: Narrative Parallel   Grand Central Market) *pending approval* 
   
February 19 - No school (Presidents Day) 
Unit 2: Ethos   
March 15 - Midterm Grades Due 
Weeks 6 ­ 10 (5 weeks) 
 
Why do we trust people, what makes them credible?  March 26-April 2 - Spring Break 
How do we prove ourselves? Who can justify   
violence?  April 24 - Field Trip (Invite Only) Action Civics 
Showcase 
   
Assignment Due: Debate/Socratic Seminar   April 26 - Grades Due 
 
  May 22-25 - Senior Finals (May 25-Senior Grades 
Due) 
Unit 3: Logos 
 
Weeks 11 ­ 15 (5 weeks)  May 27 - Field Trip (Zine Fest) *pending approval* 
 
Why should I believe you? What are the facts that 
May 30-June 1 - Senior Defense 
support what you are saying? Is your argument   
sound?  June 4-7 - Finals  
   
June 6 - Final Grades. 
Assignment Due: Data Chart    
June 7 - Graduation + Last day of school. 
 
 
Unit 4: Edit + Revise Zines 
Weeks 16 ­ 20 (5 weeks) 
How will I present my work in a persuasive manner? 
How will I work productively with me and my 
classmates?   
 
Assignment Due: Zine + Presentation