English

Department Mission Statement

The MHS English Department prepares students to read with understanding, to write with focus, cohesion, and clarity, and to transfer those skills to lifelong applications. Through the study of literature, students expand their vocabularies, respond to theme, symbolism, and metaphor, and gain insight into the nature of human experience.

Final Course Mark Components

Grading Scale

100-  90=A

  89 - 80=B

  79 - 70=C

  69 - 60=D

  59  -0 =F

Area of Evaluation
Description of Area
Percentage of Final Course Mark
 
Daily Work
 
·Class work, including informal writing assignments
·Quizzes and reading checks
·Group projects
·Informal presentations
·Participation
 
The purpose of class work and homework is to reinforce concepts presented in class and to allow students time to read required materials. Quizzes and reading checks monitor student comprehension and help to inform instruction. Presentations and projects allow students to process and integrate course materials and to engage in classroom activities in individually relevant ways. Participation-individual, pair, group, and whole class-encourages student engagement and aids student comprehension.
 
 
English I, IA:
45 – 50%
 
English II, IIA:
40 – 45%
 
English III:
35 – 40%
 
Honors English III:
25%
 
English IV:
30 – 35%
 
Formal Assessments
 
·Unit exams
·Formal writing assignments, including business letters and autobiographical and interpretive essays
·Individual projects
·Formal performance projects
 
Unit exams, including objective, short answer, and quotation explication, allow students to demonstrate skills in the areas of word analysis and vocabulary development; reading comprehension; literary response and analysis; and writing strategies. Formal writing assignments demonstrate students’ abilities to reason critically and communicate effectively. Students are expected to follow MLA guidelines for written conventions of grammar and punctuation. Formal performance assignments allow student s to demonstrate command of text, artistic staging, and use of rehearsal strategies.
 
 
English I, IA:
50 – 55%
 
English II, IIA:
55 – 60%
 
English III:
60 – 65%
 
Honors English III:
75%
 
English IV:
65 – 70%

Courses

English

Important Note:

Due to constraints with class sizes and textbooks, if students fail required English courses, it is possible that they may only be repeated in Summer School or Adult Education classes.

 

 
   

 

English I

#100041  {UC} (CSU)

Grade level: 9

Length: 1 year Prerequisites: None

Description: English I is the core English course for 9th

grade students who are performing at grade level. Students will read, discuss, and write analyses of various types of literature (novel, short story, drama, poetry, and essay).

Composition, vocabulary, grammar, usage, and oral expression are emphasized. Students will write an argumentative essay aligned to Common Core State Standards.

 

English IA

#10111{UC} (CSU)

Grade level: 9

Length: 1 year

Prerequisites: Teacher recommendation and student application

Description: English IA is an accelerated college preparatory course for above-grade-level students who are highly motivated and self-directed learners. Students are expected to read and comprehend independently.

Students will read, discuss, and write analyses of various types of literature (novel, short story, drama, poetry, and essay). Composition, vocabulary, grammar, usage, and oral expression are also emphasized. Students will write an argumentative essay aligned to Common Core State Standards.

 

English II

#100042  {UC} (CSU)

Grade level: 10

Length: 1 year Prerequisites: None

Description: English II is the core English course for 10th grade students who are performing at grade level. Students will develop their writing skills through journals, essays, and

other writing modes. Students will read, discuss, and write analyses of various types of world literature (novel, drama, nonfiction, short story, and poetry). Vocabulary, grammar, usage, and oral expression are important elements of the curriculum. Students will write an argumentative essay aligned to Common Core State Standards.

 

 

English IIA

#100112{UC} (CSU)

Grade level: 10

Length: 1 year

Prerequisites: Teacher recommendation and student application

Description: English IIA is the second course in the sequence for above-grade-level, college-bound students who are highly motivated and self-directed learners. This course will prepare students in the writing, reading, and analytical skills necessary for success in college. Students are expected to read and comprehend independently.

Students will develop their writing skills through journals, essays, and other writing modes. Students will read, discuss, and write analyses of various types of world literature (novel, drama, nonfiction, short story, and poetry). Composition, vocabulary, grammar, usage, and oral expression are important elements of the curriculum. Students will write an argumentative essay aligned to Common Core State Standards.

 

 

English III

#100043  {UC} (CSU)

Grade level: 11

Length: 1 year Prerequisites: None

Description: This core English course for 11th grade

students examines literature from early Native Americans to the present. Students will read, discuss, and write analyses of American literature while exploring themes and American philosophies. Review of writing skills, including usage and grammar, and a continuing vocabulary study are part of the curriculum. Students will write an argumentative essay aligned to Common Core State Standards.

 

 

 

 

English III (Honors)

#100053  {UC} (CSU)

Grade level: 11

Length: 1 year

Prerequisites: Approved Honors application  Description: Honors English III is a rigorous class for college-bound juniors. Students will study the literary, historical, and philosophical traditions of America. The class involves discussion, critical thinking, and written analyses of poetry, drama, short stories, the novel, and the essay. Students will write an argumentative essay aligned to Common Core State Standards. There is a mandatory summer reading assignment.

 

English IV

#100044 {UC} (CSU)

Grade level: 12

Length: 1 year Prerequisites: None

Description: In this core English class for 12th graders, students will read and respond to historically and culturally significant works of British literature from the Anglo-Saxon

period to the present. Students will expand critical reading skills through the analysis of works representing a variety of literary genres, including poetry, drama, short stories, novels, and essays. Students will develop their writing skills

through the drafting, editing, and rewriting of narrative, analytical, and reflective essays.

 

Advanced Placement English Literature

#100064   {UC} (CSU)

Grade level: 12

Length: 1 year

Prerequisites: AP application, essay, and teacher recommendation

Description: AP English is a RIGOROUS COLLEGE LEVEL COURSE designed to prepare students for the Advanced Placement Test given every spring. Students passing this nationally-administered test can start college with as many as 10 credit units in English. The class involves close reading and analysis of poetry, drama, fiction, and the essay on the advanced level. There is an emphasis on the refinement of critical thinking and writing skills. lves close reading and analysis of poetry, drama, fiction, and the essay on the advanced level. There is a special emphasis on the refinement of critical thinking and writing skills.

 

Journalism

#106045  Elective Credit         {UC} (CSU) Grade level: 11-12

Length: 1 year

Prerequisites: Teacher recommendation

Description: This class produces the Milpitas High School student newspaper, The Union. The staff has complete control of and responsibility for writing and producing the paper. At the core of this practical experience will be an in- depth study of some famous writers and their journalistic writings. Students will not only become journalists themselves, they will study journalism's historical evolution, its great practitioners, and its major movements. During production weeks, students are required to remain after school for a set number of hours. Obviously, participation accounts for the success or failure of the paper, and so, class participation also accounts for a large part of the final grade. (Class receives UC-approved elective credit only).

This course meets the Fine Arts Requirement for the MHS diploma.

 

 

READ 180

#102245

Grade level: 9

Length: 1 year

Prerequisites: Placement based on teacher recommendation, Scholastic Reading Inventory, and writing sample.

Description: This elective course is designed to help students reading below grade level. The course features whole and small group instruction, utilization of READ 180 software in a computer lab setting, and guided and independent reading. Active reading modeling and practice, vocabulary building, and composition/essay-writing strategies are important parts of the curriculum. Assessment of student progress is on-going.

Creative Writing

#103145    Elective Credit         {UC} (CSU) Grade level: 10-12

Length: 1 semester Prerequisites: None

Description: In this one semester course, students will learn techniques to improve their skills in writing short stories and poetry. Students will discover and practice utilizing the  tools writers use to create well-developed characters, natural dialogue, fresh plots, and vivid details. Use of rhythm and figurative language to enhance writing will be emphasized. Students will discover a variety of poetic forms, as well as have the opportunity to explore free verse. Students will read and discuss famous short stories and poems, and workshop their own writing produced through activities and instruction.

 

Oral Composition

#105045  Elective Credit  {UC} (CSU) Grade level: 9-12

Length: 1 semester Prerequisites: none

Description: Oral Composition is a course which teaches introduction to speech, public speaking, and debate. It is a UC-approved elective. The class offers students the opportunity to develop self-confidence, poise, and the ability to stand up and speak on their feet. It teaches you how to structure your ideas in a coherent manner to maximize your impact. This course has the potential to make a very real difference in your life.

 

 

Program for English Learners

The Program for English Learners serves students from varied language backgrounds and cultural experiences. English Learners are placed in appropriate classes based on both language ability and academic ability. They are able to access the core curriculum through SDAIE course offerings in English, Social Studies, Math, and Science. They may also be placed in mainstream classes with certified teachers using SDAIE strategies and differentiated instruction. EL students may also participate in special programs, such as an Academies, AVID, and JROTC. EL students are able to simultaneously complete graduation requirements and A-G requirements while participating in the Program for English Learners.

 

ELD A - Non-English Speakers

#154145, #154105

Grade level: 9-12

Length: 1 semester

Description: This course is designed for students who score below 446 on the California ELD Test. The block of two periods focuses on whole language development with an emphasis on listening, comprehension, beginning oral production, English decoding, vocabulary, and reading comprehension. This course may be repeated for elective credit. Does not receive English credit.

10 Elective Credits

 

 

ELD B- Beginning Speakers

#154245, #154205

Grade level: 9-12

Length: 1 semester

Description: This course is designed for students who score in between 447-487 on the California ELD Test or have passed ELD A. The block of two periods focuses on whole language development with an emphasis on listening, comprehension, oral production, English decoding, vocabulary, and reading comprehension. This course may  be repeated for credit.

5 English Credits and 5 Elective Credits

 

 

ELD C – Early Intermediate Speakers

#154345, #154305

Grade level: 9-12

Length: 1 semester

Description: This course is designed for students who score in between 488-500 on the California ELD Test or have passed ELD B. The block of two periods focuses on whole language development with an emphasis on accelerating the development of Basic English skills in reading, writing, vocabulary, and reading comprehension. This course may be repeated for credit.

5 English Credits and 5 Elective Credits

ELD D – Intermediate Speakers

#154445, #154405

Grade level: 9-12

Length: 1 semester

Description: This course is designed for students who score in between 501-528 on the California ELD Test or have passed ELD C. The block of two periods focuses on whole language development with an emphasis on Language Arts. Students will study novels, short stories, and poetry.

Students will write polished paragraphs. This course may be repeated for credit.

5 English Credits and 5 Elective Credits

 

ELD E – Early Advanced Speakers

#154545,  #154505

Grade level: 9-12

Length: 1 semester

Description: This course is designed for students who score in between 529-545 on the California ELD Test or have passed ELD D.  The block of two periods focuses on whole


language development with an emphasis on Language Arts. Students will study novels, short stories, and poetry. They will learn the writing process and write focused polished essays. This course may be repeated for credit.

5 English Credits and 5 Elective Credits

 

Specially Designed Academic Instruction in English Course Offerings. (SDAIE)

(See course descriptions in each respective department)

 

English

English I & Connections English II & Connections English III & Connections English IV & Connections English 9 & Read 180

 

Social Studies Cultural History World History

U.S. History  American Government Economics

 

Science

Life Science Biology

 

Math

Intro to Math Algebra I Geometry

 

 

Email your teacher.

 Name/Contact:             Ext. / Room #

 

Bogovich, Lillian 4062 E11
Carson, Deborah 4058 E04
Chenoweth, Paula 4090 E09
Colburn, Jeff 4026 E17
Conradson, Kathleen 4045 E12
Douglas, Brook 4059 P09
Draeger, Skyler 4077 E13
George, Nirmala 4084 E 01
Hanley, Matthew 4074 E15
Kung, Diane 4000 G10
Maples William 3902 G16
Marozeck, Lynn 4065 E08
Marple, Annie 4018 E19
Masuda, Jeffrey 4028 H09
McQuigg, Dan 4089 H08
Gutierrez, Lindsay 3904 E7
Mitchell, Kent 4095 E16
Ngo, Thu 3912 E05
Ribovich, John 4040 P09
Roche, Renee 4155 J13
Roth, Sharon 4099 E03
Roy, Ginger 4011 E18
Roy, Sanjit 4094 E14
Samy, Lisa 4082 F19
Schwartz, Kaila 4042 E02
Shannahan, Heidi 3901 E10

Kathleen Conradson, Dept. Co-Lead

Kathleen Conradson, Dept. Lead

Skyler Draeger, Dept. Co-Lead

Skyler Draeger

Paula Chenoweth

Paula Chenoweth

Jeff Colburn

Brook Douglas

Nirmala George

Nirmala George

Lindsay Gutierrez

Lindsay Mohundro

Matthew Hanley

Matthew Hanley

William Maples

Lynn Marozeck

Lynn Marozeck

Annie Marple

Annie Marple

Dan McQuigg

Dan McQuigg

Kent Mitchell

Kent Mitchell

Thu Ngo

Thu Ngo

Renee Roche

Renee Roche

Sharon Roth

Sharon Roth

Ginger Roy

Ginger Roy

Sanjit Roy

Sanjit Roy

Lisa Samy

Lisa Samy

Heidi Shannahan

Heidi Shannahan