Gloyd, Mr. Jesse » GloydClass


GloydClass English: Class Site

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My name is Jesse Gloyd. I have been a teacher for 13 years (three with LAUSD at Griffith Middle School and 10 with Aveson Global Leadership Academy). I have taught grades 7-12, but my primary focus the past few years has been high school (9-12 mixed classes). I have a good idea of the skills students need to be successful in high school and plan on using this knowledge to help make your children better readers, writers, speakers, listeners, and creators (I look forward to finding cool ways to implement film and media elements into each course study).

What Students Learn

Instruction in my English class is anchored in the California State Content Standards and the Common Core State Standards Initiative. I have tried my best to recraft these learning outcomes into student-friendly language that allows for specific, targeted, goal-oriented teaching and learning to take place. Each course study (Argument, Informative, and Narrative) has a set of learning outcomes. Each learning outcome is accompanied by a rubric that allows students and teachers alike to monitor progress towards proficiency. With each course study, students will immerse themselves in articles, speeches, short stories, plays, novels, analyses, process writing pieces, and culminating creative projects that incorporate some aspect of film and media.

How Students Learn

Students in my class will work at their own pace, according to their preferred learning styles, and complete tasks and projects that allow them to give a defense of their progress towards proficiency. Students are often not on the same page at the same time, working on the same assignments all at once. By differentiating instructional strategies, task design, and assessment protocols, I am able to (hopefully) offer a personalized educational experience that maintains a benchmark of proficiency in all required standards areas for all students. My goal is that no student is left behind and there are many routes to success.

Outcome Trackers

Outcome Trackers hold all of the tasks a student will be asked to attempt over the course of the semester. If it isn’t on the Outcome Tracker, it is not required. The Outcome Tracker is the one stop shop for everything students are going to be asked to do in my class.

Proficiency in a learning outcome (task/assignment) is the level at which students can correctly apply a learned skill, independently and consistently, regardless of the context of the application. Our rubrics are written in such a way that students can understand proficiency before they begin a task, so they begin with the end in mind.


Metacognitive reflection is incredibly important to me. When a student completes an outcome (writing piece, analysis, etc.), the assignment isn’t finished until they give me a written defense explaining what they did, why they did it, and the score they feel they deserve. Thinking about one’s own thinking is incredibly important when helping students master skills.


Outcomes are assessed on a 4-1 rubric scale. An explanation of the Levels of Mastery can be found here: Levels of Mastery. Currently, there are 16 outcomes for the semester and the ask is that students at least attempt all 16 if they want a C or higher.

Grade Scale

Letter Grade



All outcomes met at proficient/advanced (at least two of the outcomes met at advanced).


Most outcomes met at proficient. No more than three outcomes met at developing.


More than three outcomes at developing. All outcomes must at least be attempted.


The student has attempted most outcomes, but not all. Scores are mostly developing with some emerging.


Student work is virtually nonexistent.

Homework Policy

Students need to be reading every night. I have a reading log linked to the website that they will use to track their nightly reading. They should be reading between 30 minutes and an hour (at least). We will be using Accelerated Reader. I’ll give you more information as we get it going, but no matter what, your child needs a book on them at all times.

Other than nightly reading, I am not big on homework. I treat my class as a workshop, giving students ample time in class to finish the assignments embedded in each course study. Students will be working on tasks stretched out over longer periods of time. These writing pieces, works of analysis, discussions, and projects will be meaningful, in-depth, and teach students how to prioritize their time/autonomy/independence—a skill that is incredibly important in education going forward.

That being said, if students aren’t using their time wisely in class, they will need to be working on these assignments at home.