Meet the Teacher
Degrees and Certifications:
Bachelor Science Education English / Journalism Certifications: Secondary English Grades 6-12 English as a Second Language
Mr. William Jackson
I graduated from Baylor University in 1985 with a Bachelor of Science in Secondary Education in English / Journalism. I have been a teacher 24 years and have taught students English Language Arts in grades 6-12. This will by my 10th year to teach at Judson High School. I love dogs and cats, large and small. I like to plant and care for shade and fruit trees. I also enjoy vegetable gardening, bass fishing, and kayaking. Of course, I also enjoy working with young people and am an avid reader of literature and history.
Mr. Jackson’s Contact Information is as follows:
Judson High School: 210-945-1100
Cell / Google Voice #: (210) 881-7882
Mr. Jackson’s Schedule
1st Period: 8:45-10:00 a.m.
2nd Period: 10:04-11:34 a.m.
3rd Period: 11:38 – 1:42 p.m.
4th Period: 1:46 3:16 p.m.
5th Period: Conference - 3:20- 4:35 p.m.
Tutoring: By appointment or on Tuesday / Thursday from 4:40-5:00
Mr. Jackson’s Expectations, Procedures, and Syllabus for English IV, Room H134
Class Supplies: You will need a folder with pockets and brads, college rule paper, pencils, black or blue pens, and a yellow highlighter. (Don't bring all your supplies up at once.)
Student Supplies: (These supplies will not be kept in the classroom, but students should bring them to class each day.*)
- We won’t be using a spiral notebook this year because we are going paperless for the most part.
- Pens or pencils for infrequent filling out of forms.
- *A folder with pockets and brads to hold and transport important papers on rare occasions.
- High Lighters of at least 2 colors.
Put everything back where you got it.
Be respectful in thought, word, and action.
Be kind and try to be happy.
Be punctual and prepared.
Try to attend to bathroom business before class*.
Eat and drink elsewhere.
Be responsible for your own learning.
Be punctual to class and Zoom; log onto Canvas. Check in.
Be here, engaged, and off social media.
Listen with your eyes and ears.
Be receptive (to new and different ideas and challenging tasks.)
Ask questions related to instructional content.
Make use of class time and make time to meet all deadlines.
Engage in Student Choice Reading as Directed. (Have materials available. You get to pick, so it should be interesting.)
Textbooks: The class sets of literature books are for class use only. However, we have digital copies this year that will become
available to students.
Classwork: Classwork, homework, and projects are expected to be completed on time, but extra time may be granted due to extenuating circumstances. Do not be afraid to ask.
Attendance: Missing one class or more can cause students to fall behind or fail due to missing assignments. The consequence for excessive absences is denial of course credit even with a passing grade. Avoid being absent whenever possible and make up all missing work upon your return according to district policy.
Contact Information: My email address is firstname.lastname@example.org , the school number is (210) 945-1100, and my Google Voice # is (210) 881-7882.
My conference period is 5th period from 3:10 to 4:26 p.m.
Judson High School 2020-2021 English IV Syllabus
Textbooks: The British Tradition- Prentice Hall Literature and assorted prose and poetry selections
The McGraw Hill Digital Textbook to be Announced
Course Description: This course is designed to promote proficiency in listening, speaking, reading, and writing for students as preparation for post-secondary education. Through the course students will strive daily to demonstrate mastery of the student expectations in listening, speaking, reading, and writing for the TEKS and / or ElPS. Throughout the course, students will read, analyze, and evaluate British and World Literature texts while listening, speaking, reading, and writing. These texts will include prose, poetry, and drama across time. The course is designed to help students determine how literary elements, including development of theme, characters, plot, point of view, setting, mood, sensory imagery, and use of figurative language contribute to an author's message. Through their engagement in reading literature this year, students will also learn to recognize the attributes of good writing and will establish a purpose for their own reading and writing. During the course of instruction, students will write and share their own literary poems, stories, scripts, narratives, and analytical essays. In each of their analytical essays, students will incorporate a controlling idea / thesis statement. Students will review / demonstrate how to effectively use text evidence to support their suppositions when speaking and writing. Additionally, in this course students will analyze, and evaluate nonfiction texts through processes that involve reading, annotating / writing, listening, and speaking. Specifically, they will analyze techniques in nonfiction, reviewing the research paper process in order to continue the process of writing their own properly MLA formatted and documented research papers / reports.
Fiction: author’s portrayal human condition external development of characters internal development of characters literary devices plot point of view textual evidence theme understanding view fiction figurative language literary elements setting
Expository: author’s stance author’s viewpoint diction position style tone advance author’s perspective author’s purpose elements ideas main ideas opinion organizational patterns textual evidence understanding
Poetry: controlling Images diction end rhyme scheme epic poetry eye rhyme scheme figurative language graphical elements idea imagery internal slant rhyme scheme line length lines lyric poetry metrics mood paradox poem poet poetic form prosody punctuation repetition rhythm stanza tone word position
Drama: antagonists archetypes characters conflict dialogue dramatic irony monologues motifs play(s) playwright plot props protagonists resolve scene scripts setting soliloquies stage directions themes
Literary Non-fiction: aphorisms audience autobiography biography diction epigraphs historically important speeches literary devices voice literary essays memoir overstatement parallel structure repetition rhetorical techniques syntax tone true life adventures understatement
Persuasive: circular logic hasty generalizations non-sequiturs ad hominem analogy appeals to pity arguments author’s position / claim author’s purpose authority categorical claims cause and effect/causality central argument comparison credibility evidence parallelism
false assumptions/faulty reasoning false dilemmas incorrect premises leading questions loaded terms logical fallacies perceived audience personal attacks political debates rhetorical fallacies shifts in perspective stated audience stereotyping tone aesthetic effects commentary
Composition: antithesis organizational schema parallelism relevance reliability reversed structures schemes tropes validity ambiguities consistency of tone interpretation irony nuances persuasive rhetorical devices rhetorical purpose stylistic devices thesis statement controlling idea drafts effective conclusions transitions analogies analytical essay contradictory information effective introductions expository text grammar graphic organizers hyperbole inverted word order literary text logical organization mechanics metaphors
multiple relevant perspectives open-ended outlines primary sources quotations repetition rhetorical questions secondary sources sentence structures similes spelling sustained transitional phrases transitional words understatement
Revision: schemes tropes consistency of tone irony rhetorical purpose analogies drafts
Editing: capitalization complex sentence compound sentence compound-complex sentence conventions drafts grammar mechanics parts of speech functions punctuation resources spelling(s)