Overview: According to New York City High School Scope and Sequence Core Curriculum, “The New York City Department of Education strives to prepare all students to live rich, literate lives and to be active, informed citizens. In order to do so, students need access to rigorous, comprehensive, and engaging English Language Arts curricula. Students should have the opportunity to read a variety of texts, make informed judgments that are grounded in evidence and communicate their thinking through oral, written, and artistic expressions.” To achieve this goal, this course contains units of study that have been divided into “Collections,” guided by essential questions.
Units include but are not limited to:
Unit 1: Taking Risks
How does someone decide whether a risk is worth taking?
In this collection, students will explore the theme “Taking Risks,” considering various kinds of risks and why people take them.
Unit 2: Gender Roles
How are gender roles defined by tradition and culture, but challenged by new ideas and individual actions?
In this collection, students will consider the theme of “Gender Roles,” analyzing traditional ideas and also exploring ways in which individual men and women redefine gender roles to fit their own lives.
Unit 3: Seeking Justice, Seeking Peace
Why is revenge effective or ineffective in righting a wrong?
In this collection, students will explore the theme “Seeking Justice, Seeking Peace,” examining the effect of revenge on people’s lives and weighing the alternatives.
Unit 4: Chasing Success
What is success, and what will people sacrifice to achieve it?
In this collection, students will explore the theme “Chasing Success,” considering various definitions of success and the sacrifices people make to achieve their version of it, including pathways to higher education.
Unit 5: Voices of Protest
How do people respond to injustice and promote change?
In this collection, students will explore the theme “Voices of Protest,” analyzing how people through the centuries have responded to political oppression, hunger, pollution, and other forms of injustice.
Unit 6: Finding Ourselves in Nature
What can people learn about themselves by interacting with the natural world?
In this collection, students will explore the theme “Finding Ourselves in Nature,” analyzing how various writers describe encounters with nature and what we can learn from them.
Units 7-8—The Senior Research Papers
How do we employ MLA style to craft a research paper on an assigned topic or a topic of our choice?
The papers will be culminating assignments at the end of each semester; students will choose to explore an assigned or a chosen issue in-depth. Students must use the MLA format, and papers should include a works cited page.
Classroom Rules:
• Abide by the “One Mic” rule: I will avoid engaging in side conversations and talking over my peers or the teacher at all times.
• Conduct myself with respect: I will respect students, teachers, staff, and guests.
• Practice good citizenship: I will be prepared for every class, complete and submit all assignments by deadlines, always arrive punctually to class, be in attendance everyday, bring an excuse for the rare occasion when I must be absent, show respect, compassion, and tolerance towards others, and follow all class rules and procedures.
• Follow all school rules*: I will follow rules and regulations. In other words, I will refrain from eating in the classroom, having electrical equipment, paper throwing, using profanities, engaging in disruptive or aggressive behavior, wearing inappropriate head coverings (i.e. bandanas, hats, headbands etc.), and so forth.
| *Note: As required by all students of The High School for Enterprise Business and Technology, I will follow the NYC discipline code. I am aware that these school policies and procedures are designed to ensure that my fellow EBT peers and I have an opportunity to learn in a safe and supportive learning environment. |
Consequences: If I do not adhere to rules and procedures, I will reflect on my actions, apologize, and accept detention, a call home to my parent or guardian, a referral for a conference with my counselor, a referral to the dean, or a conference with Ms. Granado, my counselor, other teachers, assistant principals, and/or my parent or guardian, depending on the severity of the infraction.
Pass Restrictions:
• If I am late, I agree not to use the pass that day.
• If I tend to request the pass every day, I agree to be considerate by only using it for emergencies or at least every other day.
• If I use the pass for an extended time well over 5-10 minutes, I agree to a pass restriction for a week or more.
• If I tend to overuse the pass and face more than 3 pass restrictions, I agree to a permanent restriction for the rest of the semester.
Expectations:
• I will complete assignments on time.
• I will read and write daily.
• I will strive to improve my skills in researching, reading, writing, speaking, listening, and applying convention for Standard English grammar and mechanics.
• I will seek extra help outside of class time when needed, required, or desired by choice in order to develop and improve my skills.
• I will always strive for excellence through self-discipline, hard work, initiative, independence, preparedness, and originality.**
**WARNING: 0% for plagiarized, shared, or copied work; 100% originality and effort required at all times!
Required Materials:
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Recommended Materials:
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Eduspiration 