10th Grade Pre-AP English Syllabus
Instructor: Mrs. Julie McAndrews
Phone: 946-2898, Room 213
E-mail:
Textbook: Holt – Elements of Literature, Third Course
Course Philosophy
Pre-AP 10 is the second year of preparation for enrollment in Advanced Placement Language and Literature. Because this year is such a crucial year for students who are learning Advanced Placement strategies in writing and reading students, parents, and educators must work together to ensure student success. As an accelerated course, Pre-AP English 10 will require at least as many hours of outside-the-classroom work as in-classroom instruction and work.In order for a student to possibly earn college credit, and to certainly gain knowledge and skills needed for college classes, parents and students need to structure time at home for reading and writing assignments for this class.
What makes Standard level English classes different from Pre-AP English classes is the intensity and depth of analysis of fiction and non-fiction works, as well as the high degree of rigor and relevance of coursework that the instructor of a Pre-AP English class can provide for your child. Pre-AP instructors are trained to take your child beyond the normal expectations of the regular classroom to much higher goals by using higher-order thinking skills, rigorous training in writing, and relevant and engaging reading assignments. Students will read novels, non-fiction works, poetry, and drama in a theme-based format this year. Students will also complete projects and homework using Google classroom and other types of technology,, and will conduct research using many sources. Grammar and vocabulary study will help sharpen your child’s reading and writing skills as well.
The Pre-AP English 10 course is about the continued development of good habits of mind. This is accomplished through engaging students in the careful reading and in critical analysis of literature. Through the close reading of selected poetry, drama, non-fiction, and novels, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, a writer’s style, arguments and themes. In addition to considering a work's literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation. Students will demonstrate what they've learned through many challenging writing assignments where they defend, refute, or qualify arguments of theme and meaning through synthesis from various readings we have studied.
*Novels, Non-Fiction Selections, and Plays you need to purchase for this class. Edition choice is a preference.
· To Kill a Mockingbird, Harper Lee, 1st 9wks
· Twelfth Night, William Shakespeare 2rd 9wks
· Jane Eyre, Charlotte Bronte; 3rd nine weeks
· all other titles to be announced
*There will be various other short stories, novel excerpts, and possible titles that will be used as supplementary material. The above titles are subject to change based on availability and time.
*STUDENT ATHLETES & THOSE INVOLVED IN EXTRACURRICULAR ACTIVITIES:
Assignment Extensions: Sometimes student schedules become hectic due to school-related extracurricular activities. As a result, I will consider granting an extension for your student on one major project or paper during the school year. Students may apply for this extension one week IN ADVANCE of the due date. Students must formally request the extension form and must provide a reason for the request. This form must be signed by the parent before it will be considered. The teacher has discretion to accept it or reject it. Extensions will only be granted to students who demonstrate that the extracurricular activity does indeed affect their ability to complete the work; students can only request ONE paper/project extension during the school year.
If a student has a conflicting extracurricular activity that prevents them from appropriately completing a homework assignment and does not have a remaining homework pass, then he or she must see me at the time the assignment is reviewed to discuss the possibility of an extension.
Supplies:
five subject notebook or binder with five tab dividers
blue and black pens
paper
Hi-lighters: orange, blue, yellow, pink, green
post it notes of various sizes
Google docs account (free and online)
If you are interested in donating items for the classroom:, we are in desperate need of the following!!!!!
tissues, colored paper, construction paper, hand sanitizer, ziploc bags with sealing tops, and colored Expo markers
First Nine Weeks / a. Review of Connotation and Denotation and how this impacts a writer’s word choice, and the mood and tone of a particular piece of literature.b. Elements of Plot and Character
c. Voice, theme, inference
d. Comparing & Analyzing Character
e. Review of the Archetype and the Hero’s Journey
f. Introduction to Reading//Thinking Journals
g. Continued instruction in Expository writing through:
1. Review the writing process
2. Review the format and structure of a paragraph
3. Review the format and structure of an essay
4. Review MLA processes utilizing in-text citation, formatting, ‘Works Cited’ list
5. Compose short literary analysis and descriptive essays/paragraphs
6. SOL styled writing prompts
h. Grammar
1. Review basic sentence structure and parts of speech.
2. Review spelling, capitalization, and punctuation rules.
3. Proofread and prepare final product for intended audience and purpose.
4. Correct grammar and usage errors
Second Nine Weeks / a. Narrator & Voice
b. Symbolism & Allegory
c. Evaluating Style
d. Reading Journals & Annotation continued
e. Critical study of the use/choice of symbolism and voice and the part in plays in an author’s unique writing style.
f. In depth study of non-fiction sources related to America’s industrial and local food movements
g. Writing Process Continued:
1. Continue with short analytical essays
2. Short, written research responses
3. Compose a analytical essay evaluating an author’s style
h. Grammar
1. Basic punctuation, subject verb agreement, pronoun agreement
2. Know and apply the rules for the use of a colon (lists, quotations, & letter usage)
Third Nine Weeks / a. Review the life and times of William Shakespeare
b. Review Drama Terms
c. Discuss the conventions of the Shakespeare’s comedy and compare these conventions to modern examples.
d. The Writing Process Continued:
1. Various literary snapshots
2. SOL writing prompts
3. The Multi-genre Research Project
e. Grammar
1. Focus on the correction and editing of fragments and run-on sentences.
2. Review the use of colons, and semicolons.
3. Distinguish between active and passive voice.
Fourth Nine Weeks / a. Students will participate in a seminar in poetry.
b. Biographical & Historical Approach
c. Irony & Ambiguity
d. Reading Journals Continued
e. Writing Process Continued:
1. Multi-genre research project
f. Grammar
1. Review and focus on comma splices, use of ellipses, parallelism, and modifiers (dangling and misplaced).
2. Use peer and self evaluation to edit writing
Student E-mails
Students are strongly encouraged to speak to me before and after class time if they have questions on assignments. Please do not email me about an assignment unless you are requesting work missed for an absence.
Class Rules:
1. Be in your seat with materials at the ready when the bell rings
2. Refrain from eating and drinking.
3. Be responsible for your items and bring them to school with you each day; this includes your textbook, novels, and binders
4. Respect the classroom furniture and space
5. Respect each other and practice active listening skills
*Discipline Policy:
a. 1st time: A warning or conference
b. 2nd time: Call home
c. 3rd time: A call to parent and BMC
d. 4th time: A referral to office or BMC
*The above order is subject to change depending on the severity of a given indiscretion.
Restroom Privilege:
Students will not be allowed to leave the classroom to use the restroom unless it is an emergency. Students have five minutes in between classes to use the facilities—they will be expected to make proper use of that time. Once the bell rings students will not be excused. Students returning from lunch should use the restroom prior to entering the room.
Missed Work:
If a student misses class it is his or her responsibility to inquire about missed work.
1 day absent = 1 day to make up assignments
2 days absent = 2 days to make up assignments
3 or more days absent = 5 days to make up work.
Late Work:
1. Late homework/class work will be collected for half credit the next day. After that it is a 0.
2. Each student will receive one homework pass per nine weeks. Passes cannot be used for reading assignments, reading quizzes, papers, projects or tests, or thinking/dialectical journals.
3. Late projects / papers / take-home tests will lose 10 points per day late. After three days the grade becomes a 0.
4. If an assignment is due on Friday and is not turned in until Monday the weekend counts as two days late, thus the assignment will lose 20 points.
5. If a student misses a quiz or test, the student must be prepared to take the test/quiz upon returning to class. I give sufficient notice for tests, so if you have known about a test for one to two weeks, the understanding is that you have been preparing for the test for one to two weeks.
Grading Categories
Classwork/Daily Grade: 20%
Homework: 10%
9 weeks test: 15%
Project/Test/Paper: 30%
Quiz/Thinking Journal: 25%
______
By signing this ‘Behavior & Work Expectations’ syllabus, both the parent/guardian and the student are acknowledging that they understand the rules and expectations for the 2017-2018 school year.
Date:
Student Name: ______Student Signature:
Parent/Guardian Name: ______Parent/Guardian Signature
Paper/Project Extension
Student Name:______
Date:______
Project Due Date: ______( Must be submitted at least a week in advance)
Reason for the extension:
______
Parent/Guardian Signature:______
Teacher Only:
Approved
Denied