English 10AB

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English 10AB

(Saturday School Course - Grade 9A, 9B, 10A or 10B)

A-G: Fulfills B requirement for graduation and UC/CSU Subject Area Requirements

Credit Recovery

The Saturday School Credit Recovery course option for one English course is designed to provide students an expanded opportunity to master the skills and concepts necessary for the successful completion of English 9A, 9B, 10A or 10B as detailed in the General Course Description below, and to receive graduation credit for achieving this mastery. The Saturday School course is contained in a 60-hour instructional window andfocuses on the essential skills and conceptsfor grade 9/10AB English Language Arts.

General Course Description

The major purpose of English 9/10 is for students (including English learners and students with disabilities) to analyze increasingly sophisticated literary and informational texts to produce clear and coherent writing. According to The English Language Arts/English Language Development Framework for California Public Schools: Transitional Kindergarten Through Grade Twelve (ELA/ELD Framework):

The CA CCSS for ELA/Literacy( for grades nine through twelve represent increasingly sophisticated expectations for students as they move from middle school to high school. The standards at this grade span prompt students to think and operate at levels that result in the achievement of the CCR Anchor Standards in Reading, Writing, Speaking and Listening, and Language by the end of grade twelve. (See Chapter 1 for the list of Anchor Standards.) Consistent with the growing cognitive capacities of adolescents, these expectations challenge students to think deeply and critically (Ch. 7, pg. 5).

In grade nine English Language Arts courses, students must be able to independently and proficiently read texts from a variety of genres, including both informational and literary texts. To build such proficiency, students must engage in critical close reading of sufficiently complex grade-level texts. As in all grades, reading, writing, and speaking and listening are reciprocal skills. “Reading development does not take place in isolation; instead, a child develops simultaneously as reader, listener, speaker, and writer....[I]ntegrating reading and writing has multiple benefits for development of literacy” (National Writing Project & Carl Nagin, 2006, pg. 33). Therefore, students must have frequent exposure to a variety of writing tasks, including both formal and informal, on-demand and extended, and informational, argumentative, and narrative. The writing focus for English 10 Summer School is on argumentation writing.

The California English Language Arts/English Language Development Framework
For the first time ever, the designers of the California English Language Arts/English Language Development Framework (2014) have woven two sets of standards together that address the complex needs of all students in California.
The ELA/ELD Framework provides guidance on the implementation of two sets of standards” the CA CCSS for ELA/Literacy and the CA ELD Standards. Although two separate documents, these standards are inextricably linked in their conception and realization in California’s classrooms. Literacy and language are fundamental elements of every discipline and should be taught in ways that further students’ development of their skills, abilities, and knowledge in literacy, language, and the specific area of study (p.1).
The framework accomplishes this integration by utilizing five key themes:
  • Meaning making
  • Defining complex texts
  • Reading closely
  • Language development
  • Vocabulary
  • Grammatical and discourse level understanding
  • Effective Expression
  • The special role of discussion
  • Content skills
  • Foundational skills
The ELA course guidelines are tightly aligned to these themes through the instructional design of the LAUSD Curriculum Map System. For example, meaning making is not only the defining of complex texts through close reading, it is also done in writing, speaking and listening, and through the study of craft and structure. Language development must occur in both the study and understanding of vocabulary and the ability to use new learning in language production. In short, the ambitious design of the framework’s organizing themes is operationalized in the organizing elements of the instructional underpinnings of the LAUSD Curriculum Map System.
Integrated English Language Development (ELD): A vital consideration for English 10B instruction is the inclusion of Integrated English Language Development (ELD). The new CA ELA/ELD framework clearly defines the need for our English learners to receive intentional ELD support within the context of the grade-level English classroom. Integrated ELD requires that “all teachers with ELs in their classrooms use the California ELD standards in tandem with the focal CA Common Core standards for ELA/Literacy and other content standards [when planning and delivering instruction] to support their ELs’ linguistic and academic progress.” Even within the context of the English classroom, English language development must be strategically designed to support students’ engagement “in activities in which they listen to, read, analyze, interpret, discuss, and create a variety of literary and informational text types about language. Through these experiences they develop an understanding of how language is a complex and dynamic resource for making meaning, and they develop language awareness, including an appreciation for their primary language as a valuable resource in its own right and for learning English” (ELA/ELD Framework, Ch. 2, pg. 81).