English


The English Department is committed to giving students a strong background in all language arts skills:

Writing
Reading
Written and oral English language conventions
Listening and speaking strategies

Students must be enrolled in an English class every year until graduation. A total of 40 credits earned are required for graduation.

Classes Offered

  • English 1 (Paired with Biology for Freshmen - BioLit)
  • English 2 (Paired with World History for Sophomores - World Lit)
  • English 2A (Paired with World History AP)
  • English 3
  • English Language AP
  • ERWC
  • English Literature AP
  • Genres of Composition

Common Core Standards Grades 9 / 10

Text Types and Purposes:
  1. Write arguments focused on discipline-specific content. (A) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (B) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. (C) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (D) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (E) Provide a concluding statement or section that follows from or supports the argument presented.
  2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (A) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.(B) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (C) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (D) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (E) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (F) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  3. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
  1. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  2. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  3. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
  1. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Standards Grades 11 / 12

Text Types and Purposes:
  1. Write arguments focused on discipline-specific content. (A) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. (B) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. (C)  Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (D) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (E) Provide a concluding statement or section that follows from or supports the argument presented
  2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (A) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (B)  Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (C) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (D) Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. (E) Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing:
  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  3. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge:
  1. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  2. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  3. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
  1. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Non-Discrimination Statement

East Side Union High School District prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, or association with a person or a group with one or more of these actual or perceived characteristics. East Side Union High School District requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.

Questions or complaints of alleged discrimination, harassment, intimidation and bullying or title IX equity and compliance concerns should be directed to the Office of the Associate Superintendent of Instructional Services at (408) 347- 5061 or 830 N. Capitol Ave, San Jose, Ca 95133.


Declaración Contra la Discriminación

El Distrito Escolar Unificado de Preparatoria East Side prohíbe la discriminación, el acoso, la intimidación y el abuso en los programas educativos, las actividades o el empleo por causas de ascendencia real o percibida, edad, color de la piel, discapacidad, género, identidad de género o expresión de género, nacionalidad, raza u origen étnico, religión, sexo, orientación sexual, estado de paternidad, embarazo o estado familiar o civil o asociación con una persona o grupo de personas con una o más de estas características reales o percibidas. El Distrito Escolar Unificado de Preparatoria East Side requiere que el personal escolar tome los pasos necesarios inmediatamente para intervenir cuando sea seguro hacerlo en caso de ser testigos de un acto de discriminación, acoso, intimidación o abuso.

Las preguntas o quejas de acusaciones de discriminación, acoso, intimidación y abuso o las preocupaciones sobre la igualdad y el cumplimiento de la ley con relación al artículo IX del Código de Educación deben ser dirigidas a la Oficina del Asistente del Superintendente para los Servicios de Enseñanza al (408) 347-5061 o a la siguiente dirección: 830 N. Capitol Ave, San José, Ca 95133.


Tuyên Bố Không Phân Biệt Đối Xử
(Non-Discrimination Statement)

Học Khu Trung Học East Side nghiêm cấm mọi hành vị kỳ thị, quấy nhiễu, hăm dọa và bắt nạt trong các chương trình giáo dục, các hoạt động hoặc trong công việc không được đặc trên cơ sở về tổ tiên, chủng tộc hoặc sắc tộc, tôn giáo, giới tính, khuynh hướng tình dục, cha mẹ, người mang thai, gia đình, hoặc tình trạng hôn nhân, hoặc liên hệ với một người hoặc một nhóm với nhiều điểm thực tế hoặc đặc điểm về nhận thức. Học Khu Trung Học East Side đòi hỏi nhân viên nhà trường phải tiến hành ngay các biện pháp can thiệp một cách an toàn khi họ chứng kiến các hành vi kỳ thị, quấu rối, hăm dọa hoặc bắt nạt.

Nếu có các câu hỏi hoặc khiếu nạo về sự phân biệt đối xử, sách nhiễu, hăm dọa và bắt nạt hoặc liên quan đến Title IX sự công bằng và tuân thủ các điều này xin qúy vị liên lạc với Văn phòng Phó Tổng Giám Đốc Đặc Trách Giáo Dục tại số điện thoại (408) 347-5061 hoặc địa chỉ 830 N. Capitol Ave, San Jose, CA 95133.