Embedded Files
Teacher: Ivan Jefferson
Email: ijeffers@greenville.k12.sc.us
Phone: 864-355-0392
Extra Help: Tuesdays and Thursdays, by appointment
Essential of English I, II, III
Essential of English I, II, III
Students entering Essentials of English Language Arts I are developing critical thinking skills, problem-solving skills, and creativity. This course is designed to provide an integrated model of literacy and self-determination skills necessary for daily living skills and the world of work. Examples of guidance and support might include, but are not limited to, one-on-one instruction, small group instruction, reteaching, prompting, and differentiated instruction
Essentials of English Language Arts II emphasizes the course of study aligned to South Carolina College- and Career- Ready Standards and the Profile of the South Carolina Graduate. Performance expectations allow the student to engage in analyzing how an author’s choice to structure literary text creates effects such as surprise. English II students also analyze how an author creates sarcasm and are introduced to verbal irony. While English II students continue to read a variety of informational texts, they pay particular attention to historical speeches and essays.
Students entering Essentials of English Language Arts III are demonstrating and refining critical thinking skills and problem-solving stills. This course is designed to provide an integrated model of literacy and self-determination skills necessary for daily living skills and the world of work. Examples of guidance and support might include, but are not limited to, one-on-one instruction, small group instruction, reteaching, prompting, and differentiated instruction.
Overarching Expectations
• ELA.OE.1: Read and write for a variety of purposes, including academic and personal, for extended periods of time.
• ELA.OE.2: Acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.
• ELA.OE.3: Make inferences to support comprehension.
• ELA.OE.4: Collaborate with others and use active listening skills.
• ELA.OE.5: Cite evidence to explain and justify reasoning.
• ELA.OE.6: Create quality work by adhering to an accepted format.
APPLICATIONS OF READING (AOR)
Performance Expectations (PEs): Applications of Reading
• ELA.E3.AOR.1.1 Evaluate how multiple perspectives, context, and key elements work together to enhance and deepen meaning or style within and across texts.
• ELA.E3.AOR.1.2 Evaluate an author’s use of figurative language within and across texts.
Big Ideas
o Use personal learning strategies to gain meaning from written material.
o Determine two or more central ideas of a text and analyze their development over the course of a text including how they interact and build on one another to provide a complex analysis of the topic.
o Evaluate author’s use of figurative language in a given text.
Performance Expectations (PEs): Applications of Reading
• ELA.E3.AOR.2.1 Evaluate the development of universal themes across literary texts from different time periods, places, and/or cultures.
• ELA.E3.AOR.2.2 Analyze the development of similar central ideas across historical speeches or essays from different time periods, places, and/or cultures.
Big Ideas
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o Assess the development of universal themes in given texts from different time periods. places, and/or cultures.
o Use reference text to locate information about a topic.
o Identify and use various sequential patterns to organize information related to time periods, places or cultures.
Performance Expectations (PEs): Applications of Reading
• ELA.E3.AOR.3.1 Analyze a literary text distinguishing between what is directly stated and what is intended (e.g., satire, sarcasm, or irony) in order to understand the perspective(s).
Big Ideas
o Identify multiple perspectives in a given text as to what is directly stated and what is intended such as satire sarcasm, or irony.
o Identify multiple perspectives, key words and meaning across multimedia texts related to real life settings.
Performance Expectations (PEs): Applications of Reading
• ELA.E3.AOR.4.1 Evaluate two texts on the same topic written by authors with differing perspectives, and evaluate the effectiveness of the rhetoric used by each author.
Big Ideas
o Identify alternative and multiple perspectives in a text.
o Identify multiple perspectives in given text related to real-life situations.
Performance Expectations (PEs): Applications of Reading
• ELA.E3.AOR.5.1 Analyze how an author uses diction, syntax, and text structure to create effects (e.g., mystery, tension, surprise) and contribute to the overall meaning in a literary text.
• ELA.E3.AOR.5.2 Evaluate the text structure(s) and features within an informational text; analyze how an author could make the text more effective.
• ELA.E3.AOR.5.3 Compare the development of multiple arguments on the same topic while evaluating the effectiveness of each author’s reasoning, rhetoric, and/or validity of claims in informational texts; evaluate each author’s use of information.
Big Ideas
o Analyze and interpret the impact of the author’s use of diction, conventions, and effects such as mystery, tension, and surprise contribute to the meaning of the text.
o Consider how the author can make informational text more effective in meaning.
o Evaluate multiple author’s use of information related to informational texts.
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Performance Expectations: Applications of Reading
• ELA.E3.AOR.6.1 Summarize and/or paraphrase content from grade-level text to enhance comprehension.
Big Ideas
o Summarize and paraphrase a variety of grade level texts.
o Identify accommodations needed in accessing text and use accommodations with fidelity.
o Access and use accommodations embedded in technology when reading on a device.
Performance Expectations: Applications of Reading
• ELA.E3.AOR.7.1 Determine or clarify the meaning of known, unknown, and multiplemeaning words and phrases, choosing from an array of strategies: a. use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) to determine the meaning of words and phrases;
a) use background or prior knowledge to determine or clarify the meanings of words; and
b) consult reference materials to determine or clarify the precise meanings, pronunciations, parts of speech, etymology, or standard usage of words.
Big Ideas
o Use context clues to determine the meanings of words and phrases in text.
o Explain the definitions of terms related to self-determination and topics of interest.
o Use reference materials to determine or clarify the precise meanings, pronunciations, parts of speech, etymology, or standard usage of words.
Performance Expectations: Applications of Reading
• ELA.E3.AOR.8.1 Interpret an author’s use of figurative, connotative, and technical language in literary, informational, and multimedia texts:
a) interpret figures of speech (e.g., understatement) in context and analyze how they function within a text;
b) analyze nuances in the meanings of words with similar denotation;
c) analyze the impact of specific word choices on meaning and tone (e.g., how the language of a government document differs from that of a newspaper).
Big Ideas
o Identify an author’s use of figurative language in literary, informational, and multimedia texts.
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o Evaluate figures of speech (simile, metaphor) in a given text and analyze how they are used to convey the author's purpose.
o Analyze use of specific words that are used to make a change in meaning of text.
Performance Expectations: Applications of Reading
• ELA.E3.AOR.9.1 Apply knowledge of etymology to determine new and/or clarify meanings of words and phrases in grade-level content.
Big Ideas
o Identify the origin of words used in a grade level text.
o Identify morphemes (suffix, prefix, root) in the vocabulary of a text and their effect on meaning of a word.
Performance Expectations: Applications of Reading
• ELA.E3.AOR.10.1 Evaluate the advantages and disadvantages of using different multimedia (e.g., print text, digital text, film, image, performance) formats for presenting ideas or topics.
Big Ideas
o Compare/contrast ideas or topics in multiple media formats.
o Make connections between text and real-life experiences based on learning styles.
o Analyze an author’s choices concerning how to structure texts, order events within the text and manipulate time to create different effects.
o Use a variety of sources to obtain information needed for a variety of purposes (e.g., daily life activities, employment, training, leisure interests).
o Read multiple texts from multiple media formats on a topic and share information with others.
o Evaluate multiple sources of information presented in different media or formats for problem-solving.
RESEARCH (R)
Performance Expectations: Research
• ELA.E3.R.1.1 Conduct short and more sustained research to answer questions or solve a problem(s) by: answering self-generated questions about a topic(s) while using a variety of sources; and refining the scope of inquiry as relevant to the topic(s), purpose, and audience.
• ELA.E3.R.1.2 Analyze the credibility and relevance of sources using only those that are credible and relevant to the topic and the purpose of inquiry.
• ELA.E3.R.1.3 Analyze findings to determine relevance to the topic(s) and purpose of inquiry.
• ELA.E3.R.1.4 Synthesize and logically organize findings as relevant to the purpose and audience.
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• ELA.E3.R.1.5 Follow a standard academic style guide for citation to avoid plagiarism.
Big Ideas
o Read to gain information from various media formats needed for daily living based on learning styles and community participation.
o Read to gain information from various media formats related to choice-making in interests and preferences.
o Identify appropriate sources to locate specific information related to self-advocacy.
o Read and organize information related to jobs and employability skills.
WRITTEN AND ORAL COMMUNICATION (C)
Performance Expectations: Written and Oral Communications
• ELA.E3.C.1.1 Write arguments to support claims in an analysis of topics or texts.
When writing:
a) introduce knowledgeable claims, establish the significance of the claims, and create an organization that logically sequences claims, counterclaims, reasons, and evidence;
b) develop claims and counterclaims by using the most relevant evidence for each and by identifying the strengths and limitations of both;
c) use varied diction and syntax to link the major sections of the text and clarify the relationships between claims and reasons, reasons and evidence, and between claims and counterclaims;
d) use valid reasoning supported by relevant evidence from a variety of credible sources to demonstrate a thorough understanding of the subject;
e) establish and maintain a writing style appropriate to the task and audience; and
f) provide a concluding statement or section that supports the argument presented.
Big Ideas
o Write arguments to support claims in an analysis of topics or texts when writing:
⸰ introduce knowledgeable claims, state importance of the claim to the argument.
⸰ logically sequences claims, counterclaims, reasons, and evidence.
⸰ use valid reasoning to demonstrate a thorough understanding of the subject.
⸰ maintain appropriate writing process skills relevant to written argument.
o Demonstrate standard English writing process with appropriate concluding argumentative statement or paragraph text.
Performance Expectations: Written and Oral Communications
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• ELA.E1.C.2.1 Write informative texts to examine and convey complex information clearly and accurately through the analysis of multiple sources of information.
When writing:
a) introduce a topic and organize complex ideas and concepts to make important connections and distinctions;
b) develop a topic with relevant and sufficient facts, definitions, details, quotes, examples, and/or other information appropriate for the audience;
c) use varied transitions to link major sections of the text and clarify the relationships between ideas and concepts;
d) use precise language and vocabulary appropriate to the complexity of the topic;
e) use a tone and style appropriate to the task and audience; and
f) provide a concluding statement or section that supports the information presented.
Big Ideas
o Write goals for the future that reflect personal strengths and interests/preferences.
o Write a plan to reach a goal.
o Write an informative text to share information learned about a topic.
o Use technology to produce informative/explanatory documents.
o Collect information from a variety of resources and use it to create a written document.
Performance Expectations: Written and Oral Communications
• ELA.E3.C.2.1 Write informative/expository texts to convey complex ideas and concepts while analyzing complex texts.
When writing:
a) introduce a topic and organize complex concepts and information;
b) develop the topic by selecting relevant facts, definitions, details, quotations, statistics, data, and/or other information and examples appropriate to the audience’s knowledge of the topic;
c) use varied transitions and syntax to link the major sections of the text and clarify the relationships between complex ideas and concepts;
d) use precise language and vocabulary appropriate to the complexity of the topic;
e) establish and maintain a formal style and objective tone appropriate for the task, purpose, and audience; and
f) provide a concluding statement or section that supports the information presented.
Big Ideas
o Develop a topic thoroughly by selecting significant and relevant facts, extended definitions, concrete details, or other information and examples appropriate to the audience.
o Include a conclusion to the narrative.
o Develop and strengthen writing as needed by planning, revising, editing, and rewriting.
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o Use technology to produce narrative documents.
Performance Expectations: Written and Oral Communications
• ELA.E3.C.3.1 Write and intentionally use narratives within other modes of writing, using effective techniques, intentional details, and well-structured sequences for an intended purpose, including introducing an issue and/or supporting a claim.
When writing:
a) produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience;
b) engage the reader by establishing a situation, setting up a problem or observation and establishing its significance;
c) develop a clear progression of experiences or events;
d) use narrative techniques such as dialogue, pacing, and description to develop experiences, events, setting, and/or characters;
e) use precise words and phrases, details, and figurative language to develop the experiences, events, setting, and/or characters; and
f) provide an ending or conclusion that clearly connects the narrative’s relevance to the intended purpose of the writing.
Big Ideas
o Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience with concluding relevant paragraph.
o Use narrative techniques such as dialogue, pacing, and description to develop experiences, events, setting, and/or characters.
Performance Expectations: Written and Oral Communications
• ELA.E3.C.4.1 Use the rules of and make intentional decisions about standard English grammar and conventions to write compositions with varied sentence structures.
When writing:
a) apply knowledge of rules for capitalization and punctuation;
b) apply knowledge of usage to revise sentence fragments, run-on sentences, and inappropriate shifts in verb tense, number, voice, mood, and parallel structure; and
c) use print and multimedia resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for a variety of publication media.
Big Ideas
o Write using complete sentences.
o Answer questions/fill in blanks on a variety of forms using basic conventions of Standard English.
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o Use print and multimedia resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for a variety of publication media.
o Write complete sentences using correct capitalization, punctuation, and spelling.
o Identify and use accommodations for writing using basic conventions of standard English.
Performance Expectations: Written and Oral Communications
• ELA.E3.C.5.1 Improve writing by planning, editing, and considering feedback from adults and peers and revising to enhance clarity and style appropriate to audience, purpose, and task.
Big Ideas
o Write to complete a variety of forms for daily living, community activities, employment activities, and leisure activities.
o Use technology to write for a variety of purposes (i.e. to communicate with others, to share information on chosen social media sites, to search for information).
o Write appointments and events.
o Write in a print or digital agenda to organize tasks for personal, educational, or employment purposes.
Performance Expectations: Written and Oral Communications
• ELA.E3.C.7.1 Present information, findings, and supporting evidence effectively with an organization, development, and style appropriate for a variety of audiences, tasks, and purposes.
When presenting:
a) demonstrate and adjust speaking techniques (e.g., appropriate eye contact, nonverbal cues, pacing);
b) convey a perspective with clear reasoning and valid evidence;
c) include graphics and multimedia elements to aid comprehension, enhance communication, and add interest; and
d) create, share, and/or publish multimedia texts through a range of formats for publication.
Big Ideas
o Self-advocate preferences, interests, wants, and/or needs to others in preferred mode of communication.
o Engage in dialogue with peers and adults to explore the meaning and interaction of ideas, concepts, and elements of text, reflecting, constructing, and articulating new understandings.
o Communicate by telephone using appropriate phone etiquette and standard conventions of English (talk and text).
o Demonstrate appropriate tone, volume, inflection, enunciation, pronunciation, eye contact, and body language when communicating with others (If needed, identify and use accommodations to demonstrate this skill).
Performance Expectations: Written and Oral Communications
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• ELA.E3.C.8.1 Communicate effectively and appropriately in structured discussions and collaborative activities for a variety of tasks and purposes to express ideas, share knowledge, and generate new understandings:
a) determine engage in a range of collaborative conversations while effectively and respectfully responding to others; build upon the ideas of others and respectfully disagree in various settings; and
b) consider new ideas and diverse perspectives of others when forming opinions about a topic, text, or issue; qualify or justify views based on evidence.
Big Ideas
o Engage in a range of collaborative conversations while effectively and respectfully responding to others; build upon the ideas of others and respectfully disagree in various settings.
o Consider new ideas and diverse perspectives of others when forming opinions about a topic, text, or issue; qualify or justify views based on evidence.
Performance Expectations: Written and Oral Communications
• ELA.E3.C.9.1 Using digital media, an audio, video, or live presentation, and/or a printed transcript of a presentation:
a) evaluate a presentation to determine how a speaker articulates a clear message, addresses possible misconceptions or objections, chooses appropriate media, and uses a style appropriate for the audience;
b) evaluate the effectiveness and validity of the information and supporting evidence being presented; and
c) analyze the speaker’s information while identifying any logical fallacies and biases that may be present.
Big Ideas
o Construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.
o Use effective listening and viewing skills in a variety of situations.
o Demonstrate effective listening skills by following directions with accuracy.
o Select and listen to a variety of non-print and/or electronic materials.
o Make inferences when listening to the words of others.
o Use appropriate vocabulary for different settings (e.g., school/work vs. home/leisure).
By the successful completion of these courses students will be able to:
By the successful completion of these courses students will be able to:
Formulate an awareness of self to include personal strengths, challenges, and other relevant characteristics.
Understand responsibilities to make appropriate decisions and choices that affect education, post-secondary goals, and adult life.
Demonstrate an awareness of appropriate communication skills, how to handle criticism, and how to develop appropriate personal relationship skills with peers and adults. Students will learn to work as a team.
Create a personal student portfolio using technology that illustrates an understanding of rubrics. Begin the development of a resume.
Demonstrate the importance of making decisions that reflect wise choices, setting goals, determining the steps to achieve those goals, and effective problem-solving.
Develop a plan of study that will help bridge secondary and post-secondary options upon the completion of the credential.
Understand the importance of critical thinking, problem-solving, time management, judgment and decision-making, personal appearance and care, social perceptiveness, and leadership qualities.
Utilize aptitude and ability assessments to explore career options. Learn the transition components of the IEP to assist in planning for post-secondary choices.
Classroom Materials:
Google Chromebook & charger
Pencils, pens, highlighters (provided by teacher)
Loose-leaf paper or notebook paper (provided by teacher)
Folder with pockets and three prongs (provided by teacher)
Plug in headphones for Chromebook (provided by teacher or you may use your own) (NOT BLUETOOTH)
Classroom Expectations:
1) Be PREPARED
Arrive to class on time
Bring all necessary materials (Charged Chromebooks, assignments, & an open mind)
PHONES & HEADPHONES KEPT IN BACKPACKS!
2) Be PRESENT
Physically & mentally
Active participation (ask questions, seek help, make connections, & help others)
3) Be POLITE
Be respectful towards your teachers, classmates, and yourself
Be open-minded, patient, and respectful during class and collaborative discussions
4) Be POSITIVE
Come to class ready and open to learning new concepts and material
Be someone who others want to collaborate with, respect, and be around.
You will make mistakes, but you will learn and grow from them.
The Uniform Grading Policy approved by the State Board of Education is effective for all students enrolled in unit-bearing classes, including those offered at the middle school level.
The SC Grading Scale is as follows:
A= 90-100;
B= 80-89,
C= 70-79,
D= 60-69,
F= 0-59
WF= 50, FA=50,
2nd-12th Grade
The following grade scale will be applied to students in grades 2-12.
A=100-90 B=89-80 C=79-70 D=69-60 F=59-50
For Carnegie Unit courses please refer to the state Uniform Grading Policy (UGP) for quality points and state regulations guiding credit-bearing courses.
Grading Floors
High School Students (Grades 9-12)
A floor of 50 will be applied to quarter report cards for High School Students (9-12). The floor will not be applied to Interim Progress reports.
Redo/Retake/Revision
Students will be given the opportunity to redo minor assessments and retake major assessments due to failing grades based on teacher's discretion
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