English 4 Transitional Resource Syllabus

Instructor: Mrs. Melinda Stone

Course Title: English 4 – Transitional Learning

Grade Level: 12th Grade

Term: 2025–2026 School Year

Room: 1206 (2^nd period) & 1211 (5^th period)

Course Description

This course supports students in their final year of high school by integrating English Language Arts with real-world transitional skills. Students will explore post-secondary options, develop career readiness, and build essential life skills including resume writing, job applications, housing, budgeting, and financial literacy. Literature and storytelling will be used to foster self-awareness and empathy, especially through narratives featuring characters with disabilities.

Course Objectives

Demonstrate effective written and verbal communication.
Create resumes, cover letters, and complete job applications.
Explore post-secondary education, vocational training, and workforce options.
Understand basic financial concepts including budgeting, saving, and credit.
Learn about housing options and responsibilities.
Practice self-advocacy and decision-making skills.
Reflect on personal identity and disability through literature and discussion.

Units of Study

1. Introduction to Transitional Learning

Goal setting
Self-assessment and strengths inventory
Understanding IEP transition goals

2. Exploring Disability Through Literature

Read and analyze stories featuring characters with disabilities
Discuss themes of identity, resilience, and inclusion
Reflect on personal experiences and self-advocacy
Journaling and group discussions

3. Post-High School Planning

College vs. vocational training vs. workforce
Guest speakers and virtual tours
Application processes and timelines

4. Career Readiness

Resume writing
Cover letters
Interview skills and mock interviews
Workplace behavior and expectations

5. Financial Literacy

Budgeting basics
Understanding paychecks and taxes
Banking: checking, savings, and credit
Avoiding financial scams

6. Housing and Independent Living

Types of housing
Renting vs. owning
Lease agreements and responsibilities
Household budgeting and utilities

7. Personal Portfolio

Students will create a personalized transition portfolio including:
Resume
Budget plan
Housing plan
Career/education goals
Reflection essay

Materials Needed

iPad
Writing utensils (pens, pencils, highlighters)

Grading Policy

Major Grades (60%) – Projects, essays, presentations, capstone portfolio
Minor Grades (40%) – Classwork, journals, quizzes, participation

Classroom Expectations

Respect yourself and others
Participate actively
Ask for help when needed
No cell phones/Earbuds/Apple Watches allowed for use in the classroom.

Cell Phone Policy (New for 2025 School Year)

In compliance with House Bill 1481, students are prohibited from using personal communication devices during the instructional day. This includes:

Cell phones
Smartwatches
Earbuds and headphones
Tablets
Any device capable of texting, calling, recording, or accessing the internet

Effective Immediately, the following guidelines will be enforced at South Campus:

Device Use is Prohibited During School Hours

All personal communication devices must be powered off and stored away from the start of the school day until dismissal.

For most students, this timeframe is 8:22 a.m. to 3:55 p.m.
For students enrolled in a flex class, the school day begins at 7:15 a.m.
If a student has an off-period, he/she must still comply with the policy while on campus.

Devices May Not Be Carried on the Body

All devices must be turned off and placed inside the student’s backpack.
Backpacks, purses, and bags will be stored in a designated area within each classroom to help prevent access or distractions during instructional time.

If your student is uncomfortable leaving personal items in a classroom storage area due to concerns about theft, we recommend keeping those items at home.
Students who do not carry a bag may check in their devices at the front office at the beginning of the school day.

Other: DPHS Volleyball

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