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Amy Gunter » Dr. Gunter

Dr. Gunter

Fall 2022


Teacher: Amy Gunter, Ed.D., MSW, MA


E-mail[email protected]


Location: Foshay Learning Center M320



Course Description: Developing Reading/Language Arts Skills in the Content Areas – Senior High School (Semester Elective Course – Grades 9-12)
Co-requisite: Grade-level English course

The major emphasis of this course is to promote a balanced reading/language arts program that provides students with opportunities to develop skills to comprehend texts and tasks in both English/Language Arts courses and other content-area courses and to make meaningful connections between the text and the students’ experiences. The course will provide sequential and structured opportunities for struggling readers and/or writers (e.g., students with disabilities, English Learners, Standard English Learners, etc.) who are reading at least at the sixth grade level as measured by multiple assessments. Students will learn systematic strategies in reading, writing, and organization that will enable them to listen, speak, think, read, and write about content material for any core course. Ideally, this course will be taught in the school’s Learning Center.

This elective course is designed to assist students in acquiring the prerequisite skills needed to achieve the grade level standards outlined in the English Language Arts/English Language Development Framework for California Public Schools (CDE, 2015). All six domains of the California Common Core State Standards for ELA are addressed in this course: Reading Literature, Reading Information, Reading Foundational Skills, Writing, Speaking and Listening, and Language. This intervention course earns elective credit only (non-A-G course) and cannot be used for credit recovery.

 Letter grade only (A-F).  


Student Learning Objectives  

At the conclusion of this course, students will be able to: 

  • Compare and contrast, gather, identify, question, and evaluate different ideas, values, and behaviors from text in relation to events
  • Contribute pertinent information to class or group discussions and participate in other appropriate oral language situations
  • Give examples of literal and implied meaning of words and trace their derivations
  • Paraphrase and summarize to increase understanding
  • Classify and arrange oral and written information in sequence, using a variety of prewriting strategies and utilizing a variety of sentence types that are appropriate for the purpose
  • Follow directions and a sequence of events or ideas presented in oral or written form
  • Use paragraphs to organize information and ideas
  • Revise work by combining sentences, adding details to support the content, and incorporating an interesting opening and a satisfying conclusion


  • Distinguish between major and minor facts and details, opinion, and inference in content area materials
  • Summarize information from content area materials in a coherent manner, with generalizations supported by specific details
  • Trace the etymology of words and use knowledge of roots and affixes to understand their meanings
  • Incorporate strong, vivid, precise, and interesting vocabulary in writing about content area topics
  • Proofread, edit, and evaluate their own compositions for clarity and coherence, according to established criteria of standard written English.
  • Locate information in reference texts by using organizational features (e.g., prefaces and appendixes)

Required Textbooks 

  • All District-adopted standards-based textbooks for English language arts, history/social science, and/or science (teacher and student editions, including ancillary and digital resources)
  • LAUSD High School curriculum materials, posted to the Division of Instruction website: English language Arts, English language development, history/social science, and science
  • Supplementary texts (news and magazine articles, editorials, commentaries, longer works of nonfiction)

Computer Access 

Chromebooks and other technology resources are available for loan using the Foshay Technology QR code.


Expectations and Policies 


 It is expected that all students will engage in respectful communication and behavior at all times and with all students, teacher(s), guest speakers, and other personnel students might interact within the context of this course. This includes using respectful language in describing, referring to, and interacting with all individuals.


Classroom Phone Policy

All cell phones must be put away inside students’ backpack. The consequences are: first offense – verbal warning; second offense – place phone on classroom phone box; third offense – phone is given to dean for the whole school day. For the LAUSD Policy on cell phones and mobile devices, go to page 36 in the 2022-23 LAUSD Parent/Student Handbook


Communication Policy  

It is critical that students maintain on-going communication with the teacher, especially in cases where a student is struggling or has issues that might impact their success in the course. Parents may also contact the teacher by phone or at her email address provided at the beginning of the syllabus, [email protected].

 Late work/Make-up policy  

It is expected that all assigned work be completed and submitted by the published due dates. In cases where the student knows in advance that a deadline cannot be met, it is the student’s responsibility to communicate with the teacher to get extended time. No points will be deducted for extended time that is an accommodation in the student’s IEP.

Plagiarism/Academic Integrity Policy  

Work that you submit is assumed to be original unless your source material is documented appropriately, such as a Works Cited page. Using the ideas or words of another person, even a peer, or a web site, as if it were your own, is plagiarism. Evidence of student plagiarism will result in counsel with the teacher and a redo of the assignment. If the assignment is not redone, the student will receive a zero (0%) on the assignment.  

Attendance Policy  

Students are expected to attend classes regularly.


Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course will receive all of their IEP accommodations.  Students will communicate with teacher if they require additional accommodations.


Course Policies and Requirements  


Assignment Criteria  

Grades will be based on the following factors: 


  1. Students will provide their original thoughts, ideas, and work in all written assignments.  Correct citations must be provided when summarizing or quoting another’s work.   Please refer to the Parent/Student Handbook for any questions regarding the policy in the areas of plagiarism and cheating. Plagiarism is defined as “…the act of using the ideas or work of another person or persons as if they were one’s own, without giving credit to the source…“ (Modern Language Association)
  2. Course materials will be distributed in person and/or over Schoology as will announcements and course materials. You are expected to visit the course on Schoology at least once per school day.  


Course Assignments and Grading                                                      

Grades will be calculated using a percentage scale as follows: 

Total points earned for engagement, class activities and assignments will be calculated and divided by the total points possible, with the course grade based on the following scale:


Course Grading Scale 

Percent Range 

Letter Grade 

90 – 100% 

89 – 80% 

79 – 70% 

69 – 60% 

Below 60% 


Participation (20% of grade)  

Attendance, preparedness and participation in all class meetings are expected. During the semester there will be multiple unannounced activities and opportunities for students to collaborate in order to earn the participation points. 

Group Assignments (20% of grade) 

This assignment is a group grade. Participants in each group will be given an opportunity to reflect on each group member’s participation in the planning/preparation process. A portion of the overall points will be based on the peer evaluations.  


Individual Assignments (60% of grade)


All assignment due dates are located in the calendar on Schoology.  

*** Subject to change at the discretion of the instructor.  Amendments/updates to be provided to students within a reasonable amount of time.   


Tips for Maximizing Your Learning Experience in This Course 

  • Be mindful of getting proper nutrition, exercise, rest and sleep!  
  • Come to class. 
  • Come to class prepared to ask any questions you might have. 
  • Participate in class discussions. 
  • AFTER you leave class, review the materials along with any notes notes from that Unit.  
  • If you don't understand something, ask questions. Ask questions in class, after class, or through Schoology or e-mail.  
  • Keep up with the assigned readings.  

Don’t procrastinate or postpone working on assignments. 


Support System 

The Foshay Learning Center High School Counseling Department is located on the first floor of the main building and can be accessed M-F from 8:30 a.m. to 3:33 p.m.

Psychiatric Social Workers are located on the first floor of the main building and can be accessed M-F from 8:30 a.m. to 3:33 p.m.

LA County Department of Mental Health 24hr hotline at 800-854-7771. 

SUICIDE HOTLINE (LA Suicide Prevention Ctr.):  
(877) 727-4747 (24/7) 

(877) 943-5778 (24/7) 

National Suicide Prevention Lifeline - 1-800-273-8255 

1-888-628-9454 (En Espanol)

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. 

Crisis Text Line: Text “LA” to 741741
Connect with a trained crisis counselor to receive free crisis support via text message.