1

English II SYLLABUS
Mr. Ta

TEACHER INFORMATION

Name: Mr. Ta Course:
Location: Phone:(626)758-7047
Webpage: E-Mail:
Office Hours:



INSTRUCTIONAL GOALS
Through others, we become ourselves. Lev Vygotsky

We are entering into a long, arduous journey of empathy, social justice, and excellence. Through
the study of crucial issues and constructs such as identity, racism, social class, oppression,
language, and culture, we will build comprehensive reading and writing skills and strengthen our
critical thinking and problem-posing. Following a student-centered model, students will become
more autonomous and active participants in their education. We will engage in global and
community-based research, discussions, and texts that will further develop a critical mind and
challenge social and cultural misconceptions. Students explore and seek innovative methods of
improving the community and the individual.

At the end of this course and following the Common Core Standards, you will:
be prepared with the knowledge and experience to begin improving the well-being of
individuals, families, and working/social environments.
be analytically skilled to identify and comprehend the destructive patterns of
institutionalized poverty, discrimination and oppression (using scientifically valid
research methodologies and critical analyses to investigate), assess and change aspects of
competing economic, political and social systems.
engage in community-based research on social issues, focusing on those variables
affecting individuals, families, groups, organizations and communities in South Central
Los Angeles and beyond.
2

develop the ability to cite evidence from informational and literary texts to support
analysis of what texts say explicitly as well as inferences drawn from the text.
be able to analyze the development of complex characters and themes over the course of
a text.
write argumentative essays, informative and explanatory text that have some relation to
historical events or other disciplines, and narratives that span from interior monologues
of literary/historical characters or personal journeys.
engage in thought-provoking collaborative discussions, projects, and presentations with
other classmates, as well as becoming a community of learners.
pass the CAHSEE (California High School Exit Exam).

NEEDS AND RESOURCES

Required Background
To successfully complete this course, you must:
enter the classroom with an open mind, ready to embrace and respect the varying
perspectives of other individuals.
be willing to engage in challenging (and sometimes uncomfortable) conversations and
dialogue that uncovers
be fearless when writing, reading, and speaking.

Required Materials
To successfully complete this course, you will need:
Three-ring binder (1.5 to 2 inches, any color)
10 tabbed dividers for the binder.
Loose-leaf notebook paper (paper ripped out of a spiral will not be accepted).
2 blue or black pens
2 pencils
2 red pens
Highlighters (at least three colors)
Pleasure reading
1 box of tissues or hand sanitizer (optional for extra credit)

COURSE SCHEDULE

There is no greater agony than bearing an untold story. Maya Angelou

FALL: Identity and the American Dream

Unit Standards Text/ Media Duration
Introduction: The Power of Empathy and
Understanding Identity
Mastering the Syllabus
Name Activity
Empathy around the world
Assignment: Personal Artifacts
(Photograph)
Where Im From
Where Im Going
Blueprint of your home

W.10.3,
RL.10.2,
RL.10.6,


Ella George Lyons
Where Im From.

Sandra Cisneros The
House on Mango
Street



2 Weeks

3

Mapping your Neighborhood


Writing Skills: Writing Genres
Jane Schaffer
Aristotle and Rhetoric
Thesis
Topic Sentence
Annotating and Citing Quotes
Basic Grammar
DBQ: Problem-Posing Essays


W.10.1,
W.10.2,

President Barack
Obamas The
Audacity of Hope

2 Weeks
Immigration:
Community Building
How did we get here?
Assignment: Interview an immigrant
Assignment: What do you sing? (Poem)
Assignment: Interior Monologue
Assignment: Immigration (Research
Project)
Presentations
The Dream Act, Policies, and You


W.10.3, 10.2,
RL.10.3,
RL.10.5, RI.
10.1, RI.10.2,
RI.10.9

Sonia Nozarios
Enriques Journey

Ruthanne McCunns
Thousand Pieces of
Goldi

Sandra Cisneross The
House on Mango
Street.

Emma Lazarus The
New Colossus

Langston Hughes I,
too, Sing America.

Walt Whitmans I
hear America
Singing.




6 weeks
Wage Inequality:
Community Building
The History of Labor Movements
Wage theft
What is wage Inequality?
Community Organizations and Action
Group Presentation
Individual Reflection


RL.10.6
Rl.10.1
RI.10.7
RI.10.9
SL.10.8
SL.10.4
RL.10.6
W.10.2


The History of Labor
(Video)

Narratives: Jeffrey
Steele and Mercedes
Herrera

Barbara Ehrenreichs
Nickel and Dimed

Steven D. Levitts and
Stephen J. Dubners
Freakonomics

Freakonomics (Film)

Mike Roses The
Intelligence of the
Waitress in Motion.

5 Weeks
4


POLICIES AND PROCEDURES

General Rules:

My teaching and classroom environment seeks to provide a safe community that allows students
and individuals to express their opinion and analysis; engage in thought-provoking, problem-
posing critical dialogue; and assume autonomous roles where they will be in charge of their
education by following the community of learners model. For students to succeed in my
classroom, all rules, norms, polices, and structures must be adhered to. Always be respectful,
mindful, and understanding of others.
Policies

Absences: If you are absent, check for any class work or homework that was given. Assignments
can be found in the ALL ASSIGNMENTS folder or on the classroom bulletin. Students are in
charge of their grades and assignments. Any readmits will be left on Mr. Tas desk.

Tardies: Students will quietly enter the classroom and start on their interactive journal. Students
who are excessively late and miss the do now will have to spend time after class, lunch, or school
to finish the do now.

Food/Drinks: Water is allowed during class. Food and other drinks will not be allowed during
instruction. On movie (when prompted), students will be allowed to bring food and snacks. If
students eat during instruction time, they will have to stay afterschool to clean.

Cell Phones: Phones will not be allowedunless instructed. They should be off and put away by
the beginning of class. Students will be given a verbal warning on the first offense. Phones will
be taken away for the class period after the second offense. Repeat offenders will need a parent
conference.

Late work/ Make-up work: All late work is accepted, but will be deducted 10-25% depending on
the tardiness. Make-up work will not have deductions if there is a valid reason.

Bathroom use/ leaving the classroom: Students may not use the restroom during the last fifteen
minutes of class. Otherwise, students may use the restroom one at a time upon request and
depending on what is being done during class.

Cheating/ Copying: Absolutely no copying for writing assignments (quick writes, reflections, and
compositions). Students will receive zeros for cheating and copying and must take the time to
redo the assignment. Repeat offenders will need a conference.

Talking during direct instruction: Nonverbal and verbal warnings for first offense. Students will
be moved to another seat after the second offense. Students will be moved to another seat,
prompted with a private conference, or apology if problem persists.

Bullying/ Use of oppressive language: Students will receive a stern reminder, tolerance and
empathy reflection assignment, and then a call home if things progress. We trying to build a safe
environment, so any use of homophobic, sexist, racist, or offensives words/gestures will result in
severe punishment.

Structures
5


Beginning/ Ending Class: Students will enter and start working on their journal entry by the time
the bell rings. Students will have their homework on their desks. At the end of class, Mr. Ta will
dismiss the class. Students will be in their seats before they are dismissed. Someone has to read
the homework for the day.

Collecting work: Students will pass their work to the front after we have gone over it. Work that
requires a few days to complete needs to be brought to class everyday to receive a progress
stamp. Interactive Journals will be collected every week.

Distributing books and materials: Papers are located on the red table near the door. Students will
gather papers as they arrive and will have them by the time they are seated.

Group Work: Groups will be chosen by the teacher (unless stated otherwise).

Seating: Seating will be assigned (first semester). During spring semester, students will be
allowed to choose their own seats, unless they violate the policies of the classroom.

Keeping track of assignments: they will be a class bulletin of assignments. students are
responsible for keeping their own log.

Grading: Grades will be posted and updated every two weeks and listed by birthday.

We are what we repeatedly do. Excellence, then, is not an act, but a
habit. -Aristotle

Grading Policies:
Class assignments, homework, projects, test, and quizzes will receive points. Points are added at
the end of each grading period to determine the grade. If a student is uncertain of how they
received a particular grade, they should make arrangements to speak to me to discuss this
problem, preferably at the time the assignment is returned. Parents/Guardians are encouraged to
make arrangements with Mr. Ta for conferences or contact me via phone or email should they
have questions regarding class assignments, expectations, performance, or general concerns.

Grading Scale:
Students will be expected to turn in all assignments. This is a sample list of some of our typical
assignments and their point values. More assignments will be added as the year progresses.

Assignment Point Value
Interactive Journal (Weekly) 25 Points
Document-Based Question (DBQ) 50 Points
Literature-Based Question (LBQ) 50 Points
Vocabulary 10 Points
Grammar Packet 10 Points
Quizzes 20 Points
Miscellaneous Assignments 10 Points
Final Exams 100 Points
Essays:
Pre-Write 10 Points
First Draft 10 Points
6

Editing/ Peer Review 10 Points
Final Draft 70 Points