ELA II, Course Syllabus
Mrs. Nyla McFadden
Room 335
nmcfadden@kennedy.gaggle.net
ELA II Course Outline: My Teaching Philosophy
My teaching philosophy is centered on the idea of Critical Literacy. I believe that scholars need to learn and practice
skills that will not only be useful in academia, but also in environments outside the school walls. Thus, I will build
analytical and critical thinking skills, which will allow scholars to investigate and question the society in which they
live as well as the world we all reside in. I will help our scholars learn how articulate their ideas both verbally and in
script, and I will teach them to read and think beyond the classroom.
All of my scholars will learn the value of “Attacking the Text”: read, interpret, and criticize, an analytical skill which
can be used both in and outside of the classroom.
Furthermore, I believe that in order to become a scholar, he/she must be able to read, write, and speak well. This
“trilogy” is also an intricate part of my instruction, and you will have an enormous opportunity to hone these skills.
ELA II Course Outline: World Literature
This course is divided up by instructional units. The units are designed to expose scholars to World
Literature as well as the development of literary and critical thinking skills. In addition, scholars will discuss
ideas, philosophies, and concepts from around the world. Our scholars are required to take the North
Carolina End of Course (EOC) test at the end of the year. Each of the instructional units, texts, assignments,
and materials will be used in to prepare them to be successful on the EOC.
The instructional units are as followed:
Note: the first week(s) of class will be used for data collection; scholars will take assessments to give me a
clear direction on how to make my instruction productive and purposeful.
 Unit I: Attack the Text 9/03-9/24
 Unit II: Novel Study 9/24-10/25
 One non-fiction and one fiction piece will be read during the Novel Study Unit.
 Night by Elie Wiesel and The Kite Runner by Khaled Hosseni
 Unit III: The Classics: Drama and Poetry 10/28-11/26
 Unit IV: Short Stories and Narratives 12/2-12/20
 Unit V: Novel Study 1/21-2/25
 One non-fiction and one fiction piece will be read during the Novel Study Unit.
 My Forbidden Face by Latifa and The House on Mango Street by Sandra Cisneros
 Unit VI: The Author’s Technique 2/25-3/25
 Unit VII: EOC Prep 3/26-5/02
The literature students will read will cover many of the four literary genres, but most importantly students
will read informational texts that discuss ideas, concepts, morals and values that are applicable to the time
we live in now.
The course and the lessons drafted thereof, are designed with the NC Common Core Course of Study as
well as 21st Century Skills, both of these studies are designed to make scholars ready for the life once they
leave school.
The textbook we are using is entitled Holt Literature: Grade 10 and can be accessed in its entirety online,
my.hrw.com; scholars will receive access codes to use the online textbook.
ELA II Course Outline: The Independent Reading Project
Independent Reading Project (IRP)
Dates: 11/04/2013- 5/16/2014
The Independent Reading Project (IRP) was designed to promote literacy, encourage independent learning
skills, and support analytical and critical literacy instruction outside of the classroom. The goal is to make
students participate and be more accountable for what and how they learn.
IRP Assessments
The IRP is a year-long project, which will conclude with assessments of the students’ analytical literacy
skills. Project requirements were made with differentiation between ELA II Honors and Standard students.
Honors students will be given specific reading requirements for three literary genres: novels, short stories,
and poetry. Students are expected to select two novels from a list of books, and individual research and
select three short stories and/or essays and five poems written by authors from around the world.
Both the Honors and Standard scholars are required to pick from the following list of novels:
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Hunger Games by Suzanne Collins
Tangerine by Edward Bloor
Sunrise Over Fallujah by Walter Dean Myers
Speak by Laurie Halse Anderson
Monster by Walter Dean Myers
Chinese Cinderella by Adeline Yen Mah
Afterlife by Gary Soto
Black Pearl by Scott Odell
City of Bones by Cassandra Clare
Accidental Love by Gary Soto
Reader’s Response- scholars will answer questions in relation to their individual novels once per week on
edmodo.com
Culmination project- scholars will produce a culmination project to illustrate their understanding of their
selected text throughout the course of the year
ELA II Course Outline: Writing Portfolio
Scholars will collect their written assignments throughout the course of the class. Scholars will be able to
monitor their growth as well as have opportunities to reevaluate and rewrite essay assignments.
Constructed/Extended responses will be more frequent writing assignments; thus, scholars will only choose
three of these assignments to put in their portfolio. Scholars must select two of the listed (excluding the
poetry, short story and creative play) assignments to reevaluate and rewrite.
Writing assignments:
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Literary analysis (characterization , structure, and/or theme)
Narrative essay (personal essay)
Extended response
Constructed Response
Understanding Figurative language
Argumentative/Persuasive Essay
Poem
Short story
Critique of play
Creative Play (group project)
ELA II Course Outline: The Grading Policy and Notebook
My grading policy is categorized as thus:
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Class participation/Class work 30%
Homework 10 %
Quizzes 20%
Assessments/Projects 40 %
Written assignments are subject to categorization depending on the level of difficulty as the teacher
deems fit.
NOTE: The lowest grade you will receive in this class will be a 60 unless you have failed to turn in
the assignment. If I do not receive the work your grade will be recorded as a zero (0) in Power
Teacher.
Please keep all of your graded assignments for the duration of the semester – if I have made an error in
recording your scores and you have the original graded paper, I will gladly correct my mistake. I appreciate
your help in keeping your grades accurate.
All returned papers should be kept in your notebook. The notebook should be a binder 3”; scholars will be
provided a binder from Kennedy Charter within the first weeks of school. In efforts to keep our scholars
organized, they will be required to complete weekly assignments and store them in their binders.
Please be advised that the grades will be assessed on the following grading scale:
A=93-100
B=85-92,
C=77-84
D=70-76,
F=below 70
Late Policy
1. All assignments should be handed in on time.
2. Any and all late work is subject to administrative/parent involvement.
Homework Policy:
Students with questions regarding homework must follow these steps:
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4.
Check to see if there are any afterschool assistance options
Contact a friend/classmate
Check teachers website for resources
Reach out to teacher via email/gaggle
Absences
The expectation for high school is the following:
Legitimately excused absences should FIRST be given to the school secretary. Thereafter, the written
excuse should be shared with each classroom teacher. The secretary will provide students with a cover
sheet for attachment purposes. Each teacher should update attendance information based on this sheet
and process. It is the student’s responsibility to share this information with each teacher AND turn this
information in to the secretary. Students have two days to make up missed assignments due to excused
absences. In unexcused cases, a parent and/or administrator must be contacted to assist with work being
made up. Students will have two days to make up the work.
ELA II Course Outline: The Class Environment
I provide a positive classroom where questions are welcomed and individuals are recognized .I use a
positive discipline program, which rewards positive behavior and uses consequences for negative behavior.
Our class will be a learning community. Each one of us needs to come prepared, to respect, and support the
learning community, and to do our best. We will work together in a variety of formats, and we will work
within the established rules of this High School, particular the school wide policy of RESPECT!
RESPECT! Is an acronym adopted by Kennedy Charter:
REMEMBER TO LISTEN
EVERYONE HAS AN OPINION
SAFE/CARING COMMUNITY
PARTICIPATE IN CLASS,
ENCOURAGE ONE ANOTHER,
CHALLENGE YOURSELF, and
TAKE RESPONSIBILITY
We will also work “for the common good” so that everyone can learn and grow. I will accept no more from
you than I will accept from myself: GREATNESS!
ELA II Course Outline: Class Rules
These are the rules for my class:
1. Respect!
Respect works both ways; as a teacher I must respect who you are and what you have to say. Likewise, I
expect that you will do the same for me. I know you may not like all that I have to say, but in order to be
productive you and I must find an acceptable and mature way to discuss our differences.
Please note: Talking while the teacher is instructing is PROHIBITED, unless other sanctioned by me.
Unnecessary talking during class time is PROHIBITED! And language not becoming of the classroom
environment will not be TOLERATED!
2. Follow directions the first time they are given.
My instructions tends to move fast; you must be attentive and prepared in order to be successful in my
class.
3. Be prepared for class:
· Pencils/Pens
· Notebooks
· Textbooks
· Homework assignments
· POSITIVE ATTITUDE
4. Raise your hand to speak, and WAIT until you are called on!
There will be plenty of opportunity and encouragement to speak your mind, but in order to be heard by
everyone, a hand raise must occur so that I may give you’re the room to speak without interruption.
5. Do not get out of your seat for any reason, unless you have the expressed permission of the teacher.
Consequences
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Warning
TAKE 5!
Parent notification
REFERRAL
ELA II Course Outline: Technology Usage and Communication
Technology will integral role in my class; scholars will use edmodo.com to access and submit their
assignments. In addition, I will require out-of-class written assignments to be typed and submitted through
email. Kennedy Charter will be utilizing www.gaggle.net as our form of communication; all scholars, staff,
and teachers will have and use their gaggle email to communicate. Scholars will receive their gaggle email
within the first weeks of class. Should you or our scholar ever need to contact me for any reason, please
feel free to email me at nmcfadden@kennedy.gaggle.net.
ELA II: Who is Mrs. McFadden?
WELCOME! I am your ELA II Teacher, Mrs. Nyla McFadden. This year I will serve as your educator,
introducing you to not only literature from around the world, but most importantly academic and life skills
that will prepare you for life outside of the classroom.
I am a not only an educator but also a proud wife and mother of three. I graduated with my B.A. in English
from Johnson. C. Smith University. I continued my education and obtained my Masters of Arts from Wake
Forest University as well as a Graduate Teaching Certificate in ELA 9-12, from Univ. of NC Charlotte.
This will be my fourth year teaching in a high school classroom, and I have taught one year as a Composition
I & II Instructor at ITT Technical Institute. I started my teaching career at Hunter Huss High School,
Gastonia, NC, continued at Business and Finance Garinger, Charlotte, NC, and recently completed
instruction of ELAII and IV at Mallard Creek. My experiences at all of these positions has allowed me to
instruct in three areas of English: ELA II, III, and IV, and I am excited to once again return to ELA II, with
a wealth of knowledge and creative ideas to make OUR scholars greater than they know they can be.