Mrs. Paugh - Critical Thinking II
Course Expectations and Policies
Mrs. Kaye Paugh: 329-3710 voice mail: 7363 or 329-3839
e -mail: kpaugh@pausd.org
Teaching Periods:
Semester One: 2, 5, 6 & 7- Room 219; Semester Two: 2, 4, 6 & 7 - Room 219
Teacher Advisor (10th, 11th and 12th grades): lunch and by appointment - Room 219 or my English department office
Course Objectives: Students will improve their skills and expand their experience in reading, writing, speaking, research, grammar and vocabulary.
Literature: We will read and study the 10th grade core and extended core works. These include:
- To Kill a Mockingbird by Harper Lee
- Lord of the Flies by William Golding
- Cry the Beloved Country by Alan Paton
- A Separate Peace by John Knowles
- I Know Why the Caged Bird Sings by Maya Angelou or Their Eyes Were Watching God by Zora Neale Hurston
- Les Miserables by Victor Hugo
- Macbeth by William Shakespeare
- Brave New World (time permitting) by Aldous Huxley
- New Literature "Pilots" for the English department (possibilities: Bean Trees by Barbara Kingsolver, Girl in Hyacinth Blue by Susan Vreeland, Snow Falling on Cedars by David Guterson, Having Our Say, The Delany Sisters' First 100 Years by Sarah and A. Elizabeth Delany with Amy Hearth, The Color of Water by James McBride and Girl with the Pearl Earring by Tracy Chevalier)
- A variety of short stories
- Poetry selections and essays
- Background readings and books for an individual research project
- "OSR" - Students will read "outside" reading books for three quarters. I encourage students to select from a variety of classics lists, "book lists for the college bound student," and multicultural selections.
Writing: Writing will be frequent and varied. As part of the English Department's focus, students will keep a journal. Topics for this writing will often be provided by the teacher and written in class. Usually, however, the journal will serve as a reading log for the students to respond to their reading. A specific format and suggested topics are provided for these "reading log" entries. The journals will be graded, and, therefore, students should make every effort to stay current with both the reading and the log schedule supplied with each book. Students will also write in-depth essays and analyses of the literature. There will be an opportunity to utilize a variety of writing formats, but the emphasis will be on expository writing. Some essays will be formal papers written at home, but others will be written in class.
Vocabulary: In general, there will be weekly assignments on vocabulary words drawn from the literature. We will study word roots, suffixes and prefixes to help develop vocabulary, and I encourage the use of this expanded vocabulary through the use of games, writing exercises and outright bribery. We have a unique format for learning vocabulary, and I suggest that you ask your son or daughter how it is done.
Grammar: I will teach grammar lessons throughout the year. When I see frequent and common errors in students' papers, we will discuss them and learn the rules for correction. We use Warriner's - Third Course and the sophomore level English Workshop, and an Elements of Style abstract as our primary grammar texts. Occasionally, I will review old TSWE (Test of Standard Written English) tests to help prepare the students for SAT tests in addition to teaching or reviewing important grammar rules and techniques. I will offer alternative assignments which require "on-line" access as well.
Speaking/Listening/Organizational Skills: Students will engage in a variety of listening and speaking experiences ranging from informal discussions to formal presentations. I will stress good organizational habits as well as presenting helpful study skills and techniques. I try to provide a 3 to 4 week calendar of "in class" activities, homework, quiz and test dates (very few of these) to help the students pace their work load. Please encourage them to check their calendars daily and to work ahead whenever possible. Participation is also a key factor to success in this class. I need to hear each student's ideas, and it is important for each student to express his/her opinion clearly and logically on a frequent basis. There will be a participation grade given quarterly to each student.
Research Skills: In conjunction with the English department's philosophy, some type of research paper will be assigned. I will review the basic research skills taught in the ninth grade, stressing formation of the thesis statement and the correct and precise format for a title page, footnotes/end notes and a bibliography.
***Expectations: This is the highest level sophomore English class offered. The students have chosen to be in this more demanding level of English, and more is expected in Critical Thinking II. I expect them to be self-motivated and prepared for class every day. All assignments should be submitted on time and in the manner assigned. Effort alone does not necessarily constitute quality work. Students should be courteous to their fellow students and me. I want all students to succeed and hope they will enjoy English and see its value in their lives. It is my goal that this class will be a rewarding and enriching experience for all.***
Grading: Approximately two-thirds of the grade will be based on written work. The remainder will be based on grades earned in vocabulary work, oral participation and occasional quizzes and tests.
Conferences: Please call if you are concerned about your child's progress or if either you or your son or daughter are unclear about assignments or expectations. Conversely, I will contact you if I see the need.
Additional Information: Please refer to Paugh's "Classroom Information" guide for specific classroom rules regarding behavior, materials needed, absence/tardy policy and grading information. Each student received this during the first week of school. Thank you.