English 10 A (1st Semester)
This course is designed to help students gain the skills they will need to be successful in future English classes and at the college level. The curriculum includes major emphasis on grammar, reading, nonfiction, writing, and literary analysis. Students will work to become independent learners by improving their personal accountability and work ethic.
|Course Title (District):||English 10 A (1st Semester)|
|Course Title (NCES SCED) :||English/Language Arts II (10th grade)|
|Course Provider :||Davison Community Schools|
|Content Provided By :||Davison Community Schools|
|Online Instructor Provided By :||Davison Community Schools|
|Standards Addressed :||CCSS|
|Academic Terms :||Semester|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810-591-0668
• identify phrases within a sentence
• explain the purpose of prepositional, adjective, adverb and appositive phrases
• identify prepositional, adjective, adverb and appositive phrases
• explain the purpose of verbal phrases—Participles, Gerunds, and Infinitives
• identify verbal phrases—Participles, Gerunds, and Infinitives
• explain and define verbal phrases
• recognize different purposes for reading and writing poetry.
• read and understand poems by different authors and in different formats
• recognize different types of poems based on format and structure.
• analyze and respond to literary devices (figurative language and sound devices).
• identify figurative language techniques in sample poems.
• participate in a poetry sharing community.
• connect society values and influences to poems.
• write poetry in a variety of formats.
• enhance my writing through the use of literary devices.
• use sound devices to bring life and style to my own poems.
• use figurative language to write pieces of poetry.
• use precise words and phrases, details, and sensory language to create a poetic experience.
• use technology to produce and update my written work.
• listen to poems for literary understanding and poetic experience.
• list the purposes and types of memoirs (personal, portrait, celebrity, etc.).
• find meaning and purpose in different examples of autobiographical/ memoir works.
• reflect on personal connections to the texts.
• explain importance of author connection, flashbacks, and epiphanies in connection to the texts.
• find examples of figurative language in memoir writing.
• explain how figurative language enhances a memoir.
• explain how the narrative structure shows the author’s experience.
• list significant events that have shaped my life.
• appropriately use figurative language in my writing.
• use personal reflection in order to enhance my writing.
• use narrative structure (plot elements, subjectivity, dialogue, suspense, figurative language) in my writing.
• complete a full process paper.
• revise and edit my paper to improve my analysis, style, tone, purpose and audience.
• use technology to produce and update my written work.
• use reading / viewing strategies, including visualization, making connections, asking questions, making predictions, identifying confusion, and using context clues.
• express understanding through critical thinking of literary and character analysis.
• analyze literature for use of universal themes.
• identify, apply, and analyze how different literary techniques enhance the stylistic qualities of a text.
• explain how a character has changed as a result of the conflicts faced.
• identify / analyze types of conflict and opposing forces.
• use visualization, making connections, asking questions, making predictions, identifying confusion
• find examples of historical influence in a novel.
• explain examples of how society influences the topics and themes within a novel.?
• identify important details in connection to theme(s).
• identify and explain how an author uses narrative structure and elements of fiction in the story development.
• explain and identify the difference between dialect and vernacular.
• analyze how the interactions among characters advance the plot and/or develop the theme(s).
• use reading strategies to enhance my understanding of the novel.
• define a literary analysis.
• analyze a piece of literature in writing.
• analyze complex ideas and event sequences to support my literary analysis.
• focus my paper topic and development on a literary element.
• support a thesis (claim) by use of relevant evidence.
• cite strong and thorough textual evidence to support my analysis.
• properly use MLA format for the structure of the paper (header, title, page numbers, font, size, margins).
• complete a prewrite organizer based on a literary element.
• revise and edit my paper in order to produce clear and coherent writing.
INACOL Online Course Quality Standards
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.||Fully Met||Syllabus, ACC report|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.||Fully Met||CCSS|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Fully Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Fully Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Fully Met|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.||Fully Met|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.||Fully Met|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.||Fully Met|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.||Fully Met|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.||Fully Met|
|Privacy policies are clearly stated.||Fully Met|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||Fully Met|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.||Fully Met|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.||Fully Met|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.||Fully Met|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.||Fully Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Fully Met|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.||Fully Met|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.||Fully Met|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.||Fully Met|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.||Fully Met|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.||Fully Met|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||Fully Met|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.||Fully Met|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.||Fully Met|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.||Fully Met|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.||Fully Met|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.||Fully Met|
|Grading rubrics are provided to the instructor and may be shared with students.||Fully Met|
|The grading policy and practices are easy to understand.||Fully Met|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Fully Met|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Fully Met|
|Clear and consistent navigation is present throughout the course.||Fully Met|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.||Fully Met|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.||Partially Met|
|Prerequisite skills in the use of technology are identified.||Fully Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Partially Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).||Partially Met|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||Fully Met|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.||Fully Met|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Fully Met|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.||Fully Met|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.||Fully Met|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Fully Met|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.||Fully Met|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.||Fully Met|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.||Fully Met|
|Students are offered an orientation for taking an online course before starting the coursework.||Not Met|
Review Conducted By : Davison Community Schools
Date of Review : 06/28/2017
Week 1 – Introduction Unit
Weeks 2-3 – Unit 1 Grammar — Phrases
Weeks 4-7 – Unit 2 Poetry
Weeks 8-10 – Unit 3 Reading Memoir
Weeks 11-12 – Unit 4 Writing Memoir
Weeks 13-15 – Unit 5 Short Stories
Weeks 16-18 – Unit 6 Novel Theme Analysis
Week 18 – Study and Final Exam
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course.||Course must be completed by the course end date.||Semester||08/19/2019||09/09/2019|
|Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course.||Course must be completed by the course end date.||Semester||01/21/2020||02/10/2020|
Weekly student contact via school email, face-to-face, or by phone, with additional support and feedback via Schoology.
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|