Ms. Fernanda Olivera [email protected] (preferred form of contact) (510) 799-2506 ext. 206 Office Hours: by appointment
Course description: Students will be actively involved in reading, writing, speaking, listening and grammar building. A variety of instructional methods will be used in the classroom, such as cooperative grouping, individual projects and presentations.
Objectives: As a result of this course, you will be able to…
Read closely to determine comprehension and making inferences
Read text at the grade level lexile independently and proficiently
Analyze textual evidence to determine themes, key ideas, supporting details, craft & structure and author’s POV
Analyze text that provide conflicting information on the same topic
Evaluate a speaker’s point of view, reasoning, and use of evidence & rhetoric
Write arguments to support claims
Write informative/explanatory texts to examine and convey complex ideas and information clearly
Write narratives (including poetry) to develop real or imagined experience of events
Produce clear and coherent writing
Develop and strengthen writing as needed by planning, revising and editing
Write reflections routinely
Demonstrate command of grade appropriate conventions of standard English grammar
Engage effectively in a range of conversations and collaborative discussions
Present relevant claims and findings in a focused & coherent manner
Adapt speech to a variety of contexts and task
Integrate multimedia and visual displays into presentations
Provided texts: Novels will be loaned to student through each module. If novel is damaged after use, student is responsible for replacing damaged novel.
The Lightning Thief by Rick Riordan
Bud, Not Buddy by Christopher Paul Curtis
Dragonwings by Lawrence Yep
Frightful’s Mountain by Jean Craighead George
Course Requirements
Module 1
Unit 1
Inference of character: Percy
Aligning Percy’s experience with “The Hero’s Journey”
Unit 2
Identifying elements of mythology and theme
Mini-Essay: Elements of mythology and theme in Prometheus
Unit 3
Analyzing a new myth and making connections to The Lightning Thief
Module 2A
Unit 1
Identify and interpret figurative language
Analyzing Obama’s 2009 Back to School Speech
Unit 2
Argumentative Essay: How does Bud use his rules?
Unit 3
Rules to live by analysis
Rules to live by brochure
Module 3A
Unit 1
Developing narrator’s point of view and figurative language
Finding evidence of Yep’s perspective and determining connotative language
Unit 2
Analyzing author’s point of view of relief camps
Literary analysis essay: how does the author’s purpose affect the narrator’s point of view of the immediate aftermath of the earthquake?
Unit 3
Newspaper article: eyewitness accounts to earthquake
Module 4
Unit 1
Tracing argument in an article and video
Fishbowl discussion: do the benefits outweigh the consequences?
Ms. Fernanda Olivera [email protected] (preferred form of contact) (510) 799-2506 ext. 206 Office Hours: by appointment
Course description: Students will be actively involved in reading, writing, speaking, listening and grammar building. A variety of instructional methods will be used in the classroom, such as cooperative grouping, individual projects and presentations.
Objectives: As a result of this course, you will be able to…
Read closely to determine comprehension and making inferences
Read text at the grade level lexile independently and proficiently
Analyze textual evidence to determine themes, key ideas, supporting details, craft & structure and author’s POV
Analyze text that provide conflicting information on the same topic
Evaluate a speaker’s point of view, reasoning, and use of evidence & rhetoric
Write arguments to support claims
Write informative/explanatory texts to examine and convey complex ideas and information clearly
Write narratives (including poetry) to develop real or imagined experience of events
Produce clear and coherent writing
Develop and strengthen writing as needed by planning, revising and editing
Write reflections routinely
Demonstrate command of grade appropriate conventions of standard English grammar
Engage effectively in a range of conversations and collaborative discussions
Present relevant claims and findings in a focused & coherent manner
Adapt speech to a variety of contexts and task
Integrate multimedia and visual displays into presentations
Provided texts: Novels will be loaned to student through each module. If novel is damaged after use, student is responsible for replacing damaged novel.
A Long Walk to Water by Linda Sue Park
Lyddie by Katherine Paterson
The Narrative of the Life of Frederick Douglass (excerpts) by Frederick Douglass
The Big Thirst by Charles Fishman
Course Requirements
Module 1
Unit 1
Analyzing point of view
Challenges and survival factors
Unit 2
Compare and contrast ALWTW and selected excerpts
Essay: How do individuals survive challenging environments in ALWTW?
Unit 3
Two-voice poem using Nya and Salva’s voice
Module 2A
Unit 1
How working conditions affected Lyddie
Argumentative Essay: Should Lyddie sign the petition?
Unit 2
Development of claim in “Commonwealth Club Address”
Analyze structure of “Wrath of Grapes” speech
Unit 3
Working conditions analysis
Working conditions brochure
Module 3
Unit 1
Using evidence to support analysis
Poetry analysis: structure and language
Unit 2
Analyzing storyteller’s craft: comparing written and oral stories
Analyzing purpose and craft in excerpt
Informational mini-essay: is slavery terrible for slaves or does slavery corrupt slaveholders?
Unit 3
Frederick Douglass children’s book
Module 4B
Unit 1
Listen for main ideas and supporting details
Tracing and evaluating arguments in text and video
Ms. Fernanda Olivera [email protected] (preferred form of contact) (510) 799-2506 ext. 206 Office Hours: by appointment
Course description: Students will be actively involved in reading, writing, speaking, listening and grammar building. A variety of instructional methods will be used in the classroom, such as cooperative grouping, individual projects and presentations.
Objectives: As a result of this course, you will be able to…
Read closely to determine comprehension and making inferences
Read text at the grade level lexile independently and proficiently
Analyze textual evidence to determine themes, key ideas, supporting details, craft & structure and author’s POV
Analyze text that provide conflicting information on the same topic
Evaluate a speaker’s point of view, reasoning, and use of evidence & rhetoric
Write arguments to support claims
Write informative/explanatory texts to examine and convey complex ideas and information clearly
Write narratives (including poetry) to develop real or imagined experience of events
Produce clear and coherent writing
Develop and strengthen writing as needed by planning, revising and editing
Write reflections routinely
Demonstrate command of grade appropriate conventions of standard English grammar
Engage effectively in a range of conversations and collaborative discussions
Present relevant claims and findings in a focused & coherent manner
Adapt speech to a variety of contexts and task
Integrate multimedia and visual displays into presentations
Provided texts: Novels will be loaned to student through each module. If novel is damaged after use, student is responsible for replacing damaged novel.
Inside Out & Back Again by Thanhha Lai
To Kill a Mockingbird by Harper Lee
Unbroken by Laura Hillenbrand
The Omnivore’s Dilemma by Michael Pollan
Course Requirements
Module 1
Unit 1
Character analysis: Who is Ha?
“Saigon is Gone” and “Panic Rises in Saigon”
Unit 2
“Children of War” – Refugee informational text
Essay: How does the title relate to the universal refugee experience of fleeing and finding home, and in what way is Ha’s experience a specific example of this universal experience?
Unit 3
Refugee free voice poem
Module 2A
Unit 1
Analyzing Lyndon Johnson’s speech “The Great Society”
Analyzing author’s craft in TKAM
Unit 2
Text to Film Comparison
Argumentative essay: does it make sense for Atticus to defend Tom Robinson?
Unit 3
“Taking a stand” research project (analysis, presentation & reflection)
Module 3A
Unit 1
Fishbowl discussion: understanding perspectives of Pearl Harbor attack (notes & discussion participation)
Unit 2
Evaluation and classifying primary sources
Informational essay: what were the efforts to make both Japanese-American internees and American POWs in Japan “invisible,” and how did each group resist?
Unit 3
Narrative writing: becoming “visible” again after internment
Module 4
Unit 1
Analyzing author’s purpose in speech and text
Fishbowl discussion: which food chain would you choose to feed your family?