English/Language Arts II, S2

Course Description:
English 10 is a completely re-designed course that offers 100% alignment to the Common Core State Standards for English Language Arts. In addition to the emphasis on alignment, the new lessons in the course are designed to be shorter in length than lessons of previous versions, offering focused exploration of topics to make concepts more digestible for learners, and intentionally grouped to reinforce connections. Practice questions are included with each lesson, including technology-enhanced items and explanations to assist learners in their understanding of the concepts. This new design offers learners multiple opportunities to experience the reading and writing connection via analysis tasks, and other opportunities to engage in research and experience writing across genres. Instructional best practices are embedded throughout lessons such as the close reading of texts and application of reading strategies. New features to support student mastery include worksheets for practice and guided notes to help learners record key takeaways as they move through the tutorial. Scaffolding pieces, such as Clarifying Big Ideas (CBI) lessons, are included throughout the course to provide learners with opportunities to build on foundational skills as well as prepare for greater success by drawing learners’ attention to common misunderstandings and articulating the big ideas that underpin learning. These CBI lessons include additional modeling, student examples, and detailed explanations to ensure students internalize key concepts discussed in tutorials. This fresh new look and feel for the course was inspired by educator feedback. English 10 reflects our commitment to standards alignment and putting the needs of educators and learners first in all aspects of course design. Course Prerequisites:
semester 1 English/Language arts II Required Materials: None Course Accessibility:
accessible Course Participation:
Student participation in this course is documented by the following:

• Student active time in course logged by the learning management system.
• Course Progress monitored using Course Progress Report. If student is Off Pace, logged time is examined using Learner Daily Usage Report.
No
• If a student has not met participation thresholds for being considered present as tracked in LMS for the week, but virtual education teacher can confirm that the student has an IEP, and the student has satisfied what was required according to the IEP, the student will be counted present.
• When this course is taken by a student in a school with a district-assigned learning coach, seat time attendance may be used to document participation.
• The virtual education teacher verifies participation in the course 1-3 times a week.
• Once a week, Course Progress checked. If student is Off Pace, logged time is checked. If less than 150 minutes (for a typical 5 in-session days week), for a single course enrollment, logged time on all virtual courses is considered. If student combined logged time for all virtual courses is less than number of virtual courses enrolled in for the week multiplied by 150 (for example, for a student enrolled in 4 virtual courses, the threshold would be 4x150=600 minutes), student is considered absent for the week for the course. Consideration of total time logged for all virtual courses is to allow for students to concentrate on a subset of virtual courses.