Honors 11th Grade English Syllabus

English Empowerment

11th grade Honors English

Mrs. Lau Manluco (Mama Lau)

mmanluco@musd.org (408) 713-0737

*text or call before 8pm, pls leave your full name


Overview of course:

The purpose of this class is for you to express yourself through writing, feel connected to the world through reading, and unite with each other through listening and speaking. In general, it will allow you to see that YOU will empower yourself so that you can become the next leaders in your communities.


You will be asked to :

-Work hard and push your boundaries and comfort

-Participate and engage

-Respect one another and seek to understand others; as their lives are just as complex as yours

-Be accountable for your actions

-Question EVERYTHING


Objectives of course:

The objective of this course is to teach you English through the use of student choice, and prepare you for the world ahead of you. It is designed for you to navigate the world we live in with a conscious and critical mindset.


Music:

There will normally be music played in the background in class, particularly during activities. I do not condone any actions or behavior based on what we listen to. If any of this music offends you in any way, please stay after class and please let me know.


Grading scale:

0

F- No evidence of meeting the standard

1

D- Does not meet the standard

2

C- Approaching the standard

3

B- Meets the standard

4

A- Exceeds the standard


Supplies needed:

Pens

(multiple colors)

Highlighters

Pencils

Post its

Reading book at your grade level

College ruled large notebook (no composition notebooks)

In class headphones

Computer & charger



Mandated Reporting for Mrs. Lau Manluco:

-harm to others -harm to self -elderly or youth abuse -negligence


THE UNITS:

Semester 1

  1. Research on Community Impact Project (long essay)

    1. Research the topic

      1. Who are some of the the community activist groups who support your side of the cause?

      2. Who are those who perpetuate the inequities on the other side of your cause? What is their motive or reasoning?

    2. Research the history

      1. What inequities are perpetuated?

      2. What solutions have been attempted? Their successes and failures?

      3. What Policies or laws surround this issue?

    3. Readings:

      1. “The Middle Man and Other Stories” by Bharati Mukerjee

      2. “Youth, Identity, and Power” by Carlos Munoz (revised and expanded edition)

      3. “Americans’ views of the Problems Facing the Nation” by PEW Research

FIELD TRIP!!!

  1. Persuasive Essay (short essay)

    1. Evaluate: location, majors, clubs, organizations, degree(s), population, diversity, requirements for your pathway.

  2. Preparing for University, College, or Career Pathways (project)

    1. Video, presentation, or creative way to educate your family on your top 3 choices for University, College, or Career Pathways

      1. Reading:

        1. “How to College” by Andrea Malkin Brenner and Laura Hope Schwartz

Semester 2

  1. Argumentative Social Justice Research and Debate (long essay)

    1. Student chosen topic: mental health solutions, domestic violence solutions, mass shootings solutions, homelessness solutions, low income wage gap solutions, education in low income communities solution, climate change solutions, or criminal justice solutions, solutions for gender inequities, solutions for those with special needs, stereotype solutions.

      1. Other approved topics may also be debated

    2. Readings:

      1. “On Being a Cripple” by Nancy Mairs

      2. “From the Notes of a Native Son” by James Baldwin

      3. “Two Ways to Belong in America” by Bharati Mukerjee

FIELD TRIP!!!

  1. Narrative personal statement Essay (short essay)

    1. Personal statement essay to prepare for college applications, or job interviews.

    2. Readings:

      1. “On the Wings of a White Horse” by Oni Vitandham

      2. “The Thing Around Your Neck by Ngozi Adichie

  2. Implementation of potential solution for Community Impact (project)

    1. Researched based solution to engage in your Community Impact Project

    2. Reflect on glows, grows, and challenges


I understand and have read the syllabus clearly:

Student name:____________________________ Date:___________

Student signature:________________________________

______________________________________________________________________________






Please have your PARENT sign below:


Modern day media permission slip

Our institution requires that we ask your parental permission for your student to view certain materials that may be PG-13 or R rated. This material will be utilized for curriculum purposes only and will assist youth in learning difficult concepts. It is my belief that an important aspect of learning is for youth to have a connection with what they are studying and their day to day experiences. Please feel free to contact me if you have any questions.


FIRST PART : MEDIA PERMISSION SLIP

-Yes, I _______ (parent name) will allow my son/daughter ________ (student name) to participate in viewing materials that may be PG13 or R rated

-No, I _______ (parent name) prefer my son/daughter ________ (student name) to not participate in these activities that may be PG13 or R rated and understand that alternative class work will be assigned.

-Sí, yo (nombre de los padres) permitiré que mi hijo/hija (nombre del estudiante) participe en la visualización de materiales que pueden ser PG13 o R clasificados

-No, yo (nombre de los padres) prefiero que mi hijo/hija (nombre del estudiante) no participe en estas actividades que pueden ser PG13 o R clasificados y entender que se asignará trabajo alternativo en clase.

-Vâng, tôi _______ (tên phụ huynh) sẽ cho phép con trai / con gái tôi ________ (tên học sinh) tham gia xem các tài liệu có thể được xếp hạng PG13 hoặc R

-Không, tôi _______ (tên phụ huynh) không muốn con trai / con gái ________ (tên học sinh) của tôi không tham gia vào các hoạt động có thể được xếp loại PG13 hoặc R và hiểu rằng bài tập thay thế của lớp sẽ được giao.

- 是的,我 _______(父母姓名)將允許我的兒子/女兒 ________(學生姓名)參與查看可能是 PG13 或 R 級的材料

- 不,我 _______(父母姓名)更喜歡我的兒子/女兒 ________(學生姓名)不參加這些可能是 PG13 或 R 級的活動,並且了解將分配替代的課堂作業。







Procedures and Expectations:

*Directions: Initial each line below to show that you understand all procedures and routine for this class. After, please give this syllabus back to Ms. Lau

___We are trying new things, please be patient.

___ If I have any issues with what we do, I will respectfully address Mrs. Lau Manluco

___Things in the syllabus will change as we grow together in a community

___If I am not being challenged enough, I will respectfully address Mrs. Lau Manluco, as one of her primary goals is to help me learn.


SECOND PART Procedures and Expectations

-I_________________(parents name) have read the “Procedures and Expectations” section with my student______________ (student name)and have talked about this issue with them.

-Yo (nombre de los padres) he leído la Sección "Procedimientos y expectativas" con mi estudiante (nombre del estudiante) y he hablado sobre este tema con ellos.

Tôi _________________ (tên phụ huynh) đã đọc phần “Thủ tục và Kỳ vọng” với học sinh của tôi _______________ (tên học sinh) và đã nói về vấn đề này với họ.

-我_____(父母姓名)和我的學生______________(學生姓名)一起閱讀了“程序和期望”部分,並與他們討論了這個問題。


Parent Name:___________________________

Best contact information:_________________________________________

Preferred method of contact (please circle one or more):

-text -phone call -email -in person mtg -

PARENT SIGNATURE: ____________________________________


If you can lend a helping hand, our classrooms are in need of the following items:

-Alcohol wipes or lysol wipes -Medium or large stackable pencil boxes

-Tissue boxes -Cough drops for students

-Highlighters -Colored cardstock paper

-College ruled binder paper -11th and 12th grade appropriate books

-Non-perishable snacks for students when they are hungry (individually wrapped=bonus)

-Pens (variety of colors) -$5 gift cards for students during academic challenges

-Large lockable shelving unit

-Dry erase markers and erasers