English 10B

Course Description:

This is the second course in a two-course sequence. In this course students will read engaging works and explore topics of interest as they develop their reading, writing, and speaking skills. Students will use essential questions to focus on a topic for each unit. The course is aligned to the Common Core Standards.

Course Details:

Course Title (District): English 10B
Course Title (NCES SCED) : English/Language Arts II (10th grade)
Course Provider : Michigan Virtual
Content Provided By : Michigan Virtual
Online Instructor Provided By : Michigan Virtual
Standards Addressed : CCSS, MMC, NCAA
Ailgnment Document : http://media.mivu.org/mivhs/alignchart/ela/ela_10b.pdf
Academic Terms : Accelerated, Semester, Trimester
NCES SCED Code :
Subject Area : English Language and Literature
Course Identifier : English/Language Arts II (10th grade)
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 2 of 2

How To Enroll:

Enrollment Website : https://slp.michiganvirtual.org/
Email : [email protected]
Phone : (888) 889-2840

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.

Start Registration Request

Additional Course Information:

Using the Common Core Standards:

  • Students will engage in themed units that include a variety of reading and writing activities.
  • Students will learn how to analyze various texts.
  • Students will use various forms of technology to complete assignments.

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 The goals and objectives are noted in the course syllabus
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. Partially Met Although mentioned, not explicitly stated how or where course meets standards
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 Discussions include these skills. Research project incorporates information literacy
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met The resources folders are FULL of great stuff!
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met All are included and sufficient to inform about course
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 There are several methods of communication offered to students.
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 All of these are provided in the "Policies and Info" page within the classroom. These are well-organized and clear.
Privacy policies are clearly stated. Fully Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met These are included and are hidden from students' view.
Assessment and assignment answers and explanations are included. Partially Met There are only rubrics provided, no answer keys.
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. Partially Met There are a good variety of lessons, although this could be improved through a variety of assessment types.
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 This course is well organized.
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met Various readings and videos are available to engage students with the topic.
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Partially Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met ACT practice passages helps apply information on an example of a high stakes test
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. Partially Met Limited. Discussion are fairly few and far between, though there are chances for teacher/student communication via email and messaging system.
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met "Message Instructor" tab and the "Getting Help" tab make it convenient
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met Wonderful resource folder
Evaluation Strategies Rating Comments
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 My Grades section allows for easy access to the student to monitor their progress and grades
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met Quizzes, discussions, and assignments inform instruction before assessments are given.
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 Provided and easily accessible by teacher and student
The grading policy and practices are easy to understand. Partially Met Without a clear grading scale, this is difficult to ascertain.
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met The teacher can create and edit content easily
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met There are set start and end dates, but within those parameters, there is flexibility
User Interface Rating Comments
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. Partially Met This could be expanded and improved.
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met In syllabus
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. Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met Located in "Policies and Info"
Accessibility Rating Comments
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). Fully Met
Data Security Rating Comments
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 MVU solicits outside assistance with review of their courses so as to alleviate bias
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
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 According to "Teacher Info" page
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 This is found through "Help" page
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. Fully Met

Review Conducted By : Michigan Virtual
Date of Review : 05/22/2014

Unit 1: Discovering the Truth

  • Introduction Activities
  • Students respond to post about the use of power
  • See, Think, Wonder about the author Erich Maria Remarque
  • Respond to the video/song “All Quiet on the Western Front”
  • Complete chart on character traits from All Quiet on the Western Front
  • Flat vs. Round Character: Analyze character from All Quiet on the Western Front
  • Students respond to question on symbolism from All Quiet on the Western Front
  • Write a thesis and introduction based on theme from All Quiet on the Western Front
  • Fill out organizer based on use of tone in”Unbroken”, “War”, and “The Sniper”
  • Double entry journal on Restrepo
  • Writing a supporting paragraph based on the idea of survival during war
  • Sentence structures
  • Respond to questions based on the essays “Truth” and “This I Believe”
  • Make a claim about what you believe or what makes you angry
  • Complete organizer using information from NPR web site
  • Informative Essay
  • Discussion boards for informative essay

Unit 2: Courage and Convictions

  • Student will take SAT practice test then respond to questions on discussion board
  • Respond to the idea of traditions
  • Complete organizer about traditions/rituals in the novel Things Fall Apart
  • Write a thesis and supporting paragraph for Things Fall Apart
  • Respond to questions for “The Ketchup Conundrum”
  • Headline activity for Malcolm Gladwell essays
  • Respond to post about the power to change
  • See, Think, Wonder about interactive art
  • Response to Ken Robinson clip
  • Journaling to novel choice from given list
  • Respond to the video clip “Lost Generation”
  • Student will create personal goal map
  • Generating a research question
  • Quiz on primary and secondary resources
  • Generating questions for research
  • Students will create annotated bibliography cards
  • Students will create bibliography cards
  • Students will create note cards
  • Students will write a thesis statement for research
  • Student will create outline for research
  • Presentation of research
  • Student will discuss attention grabber for presentation
  • Student will complete Works Cited page for the resources used on research project
  • Student will take SAT practice test then respond to questions on discussion board
Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Trimester 04/01/2020 01/04/2021 06/01/2020 10/23/2020 04/02/2021 100 $325.0000 0.0000
Semester 04/01/2020 03/29/2021 06/01/2020 11/27/2020 06/18/2021 300 $325.0000 0.0000
Trimester 04/01/2020 04/12/2021 06/01/2020 01/08/2021 06/18/2021 100 $325.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Trimester 04/01/2020 01/04/2021
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Semester 04/01/2020 03/29/2021
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Trimester 04/01/2020 04/12/2021

Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.

School Year Enrollment Count Pass Count Completion Rate Notes
13-14 105 72 68.6% Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.
14-15 124 93 75.0% Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year.
15-16 104 78 75.0% None
16-17 111 73 65.8% Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year.
17-18 121 84 69.4% Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year.
18-19 81 63 77.8%
19-20 127 90 70.9%