Anderson Room A101 & A106
Office Hours: M-F 7:30-8:30 and by appointment
Testing Center: T,TH 7:30-8:00 a.m. and 3:30-5:00 p.m.
English 10 Course Syllabus
Course Overview:
The English 10 curriculum is intended to give the student a background in the most prominent archetypes and allusions in Western Civilization. This is the cultural literacy of your high school education. We will focus on universal themes in literature such as the hero’s journey, rites of passage, loss of innocence, the basic nature of humanity, the nature of justice, dreams/goals, forgiveness, and the search for wisdom in aconfusing world.
Major works may include any of the following:
Gilgamesh
Beowulf
The Bible as in Literature
Greek Mythology
Of Mice and Men
The Bean Trees
A Separate Peace
Round House
The Invention of Wings
Julius Caesar
Antigone
12 Angry Men
Persepolis
Raisin in the Sun
Peace Like a River
A variety of choice independent reading novels, along with supplemental short stories, poems, plays and film.
Reading:Close reading and analysis will be applied to the study of drama, fiction, and poetry. Additionally, a great deal of time will be spent looking at informational text, learning how to both access and synthesize information to compose written analyses.
Writing:English 10 will reinforce the writing process through instruction in narrative and expository writing. Additional writing will include journal writing, response writing, paragraph practices, and essay test writing. The writing curriculum focuses on the writing process and the six analytical scoring traits. Each student will keep a writing folder in the classroom. Writing practice includes preparation for next year’s state writing assessment.
Speaking and Listening:Throughout the year, students will be asked to participate in several varieties of oral communication including small discussion groups, Socratic seminars, and formal presentations including prepared speeches to be given to the class.
Learning Targets:Students completing English 10 will be able to:
Demonstrate an ability to understand the development of values in Western Culture, especially from Greco-Roman and Judeo-Christian sources.
Demonstrate an ability to use the study of literature to discuss ethical decision-making.
Demonstrate an ability to analyze a literary work and the ability to synthesize aspects of several works, making connections regarding theme, style, and/or structure.
Produce several pieces of writing (narrative, imaginative and expository).
Demonstrate proficiency in Standard English prose (punctuation, spelling, syntax, usage) and with organizational structures.
Demonstrate an ability to use a variety of writing styles to polish that style and strengthen voice.
Logically support an interpretation of literature with documented references from the literary work.
Demonstrate an ability to recognize fundamental symbols and archetypes in literature.
Demonstrate an ability to understand how allusions add and broaden meaning in text.
Demonstrate the power of language to persuade.
Major Units of Study:
Archetypes & Allusions
- Rite of Passage/Loss of Innocence
- Brother’s Keeper
- Cycle of Redemption
- The Hero’s Journey
The Nature of Justice
- Judicial and Moral Code
- Navigating the Grey
- Forgiveness
- Search for Wisdom in a Sometimes Confusing World
Essential Questions:
What experiences are universal and what aren’t?
What responsibility do I have to other human beings?
What are the costs and benefits of losing innocence?
What does it mean to be heroic?
What responsibility do I have for addressing injustice?
What is injustice and how do we identify it?
How do people justify the use/misuse of power?
Grading Scale:
A= 90-100%
B= 80-90%
C= 70-80%
D= 60-70%
F=<60
With this in mind, the following weighted scale will be used to distribute earned points:
Tests/Process Writes 30%
- Tests, quizzes, process writes (outlines, rough drafts, self/peer edits), final work samples
Quizzes/Dialectical Journals: 20%
- Reading Quizzes, Vocabulary, Skills Lab Assessments etc., required journaling etc.
Projects & Presentations: 20%
- Major projects, independent novel assignments, speeches, etc.
Daily Assignments: 20%
- Homework, in-class work, participation, etc.
Daily Warm-ups/Skills Labs: 10%
Grading Policies/Practice:
Though arguably grades can be subjective in nature, my goal is to ensure each student’s grade accurately reflects his/her performance/growth in class. Assignment point values will be assigned based on type (quiz vs. test), content, time/effort requiredetc. Typically, daily work and homework will be between 5 and 10 points; quizzes between 15 and 25, tests between 50 and 100, and larger projects and writing samples between 75 and 100. You have access to the grade book. Be sure to check it.
Late WorkNo late work will be accepted for daily work/homework unless an excused absence is received. In this case, students will have one day per absence to submit missing work. This is the same for group projects/presentations etc. Formal writing assignments and individual projects will be accepted for half credit, but must be received by the end of each quarter grading period.
Attendance: Daily participation in class is required and will be assessed both on presence in class as well as effort, attitude, and participation. Students will receive credit for warm-ups completed silently in class; therefore, tardiness will lead to lost points. If tardiness or absenteeism becomes an issue, we will follow the school’s detention and parent notification policy.
Pre-Arranged Absences/Sick Leave and Missed Work: If you know you will be absent, please see me for your work ahead of time and/or access our Google classroom for daily lesson notes etc. If you are sick, or your absence is not pre-arranged, it is your responsibility to see me the day you return. You will have two days from the time of your return to complete all missing work. If you are absent for more than one day, see me.
Plagiarism: Any assignment that has been plagiarized or copied from another student will receive a failing grade, and corrective action may be taken. *Please reference the West Linn Honor Code.
Extra Credit: Extra credit opportunities are uncommon, but may occur periodically throughout the year.
Phones:There will be sporadic times when students will be able to listen to music while writing if headphones are present and available in class. These opportunities will be teacher initiated; otherwise, my policy is that phones are not part of this class. I will not check my phone during class, and I expect the same of my students. If phones are out during class time, they will be confiscated and held to the end of the period. If this issue is recurrent, parents will be contacted.
Supplies needed for the course:
- Anotebook for note-taking, skills labs, journaling, and warm up activities
- The text we are currently reading (provided by me)
- At least one folder for storing loose papers
- A personal system for organizing notes, handouts, quizzes and tests, and documents related to the writing curriculum of the course;a small binder or few sections of a binder work well. If your notebook has built-in pockets , these can be used as well
Contact Information:
If you have any questions or concerns, please feel free to contact me at the email listed below (I will be hopping classrooms, so email is the best form of contact). To track student progress, our grade books are accessible to all parents through the school website.
*Though a weekly calendar will be provided under the staff directory, this may not include links to daily assignments etc. My goal is to have a Google classroom set up for each class I teach. Students will be provided with this link and can directly access missing assignments, notes, discussion questions etc.
Email:
I’m excited for a new school year! Please sign and return the attached parental signature form.
English 10
Course Syllabus
I ______(Parent/Guardian) acknowledge that I have reviewed the course syllabus and West Linn High School Honor and agree my student will be held accountable according to the guidelines outlined.
Parent Signature: ______Date: ______
Student Signature: ______Date: ______
“Learn as much as you can while you are young, since life becomes too busy later.”
~Dana Stewart Scott
West Linn High School Honor Code
"We live in times when diplomas are revoked and careers are ruined when past cheating is revealed. Authors who have plagiarized see their work discredited and their speaking invitations withdrawn. Cheat in the Olympics and you can be disqualified, cheat on the job and you can be fired, cheat on your spouse and you can be divorced. Cheat in college and you can be expelled" (Kessler 63).
Defining Plagiarism:
As your teachers, we want you to understand what plagiarism is. One major university defines plagiarism as, "Using unauthorized materials or receiving unauthorized assistance during an examination or in connection with any work done for academic credit" (Kessler 60). There are two major forms of plagiarism:
-Failing to cite a source.Anytime you use words or ideas from any source (books, speeches, online sites) and do not give credit to that particular source, you are plagiarizing. Give credit by using quotation marks, parenthetical annotations, and bibliographies. One of the common misconceptions about plagiarizing is that if you don't copy something word for word, you don't have to cite it. You do. When in doubt, cite your source according to MLA guidelines.
-Collusion. "To collaborate means to work jointly with others in an intellectual endeavor. This is good. To collude means to conspire or plot a secret agreement for an illegal or deceitful purpose. This is bad. Collusion is a form of cheating" (Kessler 61). Copying work from another student is colluding and considered cheating. People who supply their work are as guilty as those who copy. Unless a teacher has identified an assignment as a collaboration, you are cheating by copying ANY PART of another's work.
Important Note: Teachers will utilize a program which will scan your papers and detect any plagiarized material. This program scans for internet material as well as identifies any paper previously submitted to this program. Teachers will talk to their classes about the process for using this program.
Any willful act of plagiarism will result in a 0 for that particular assignment. No exceptions.
Source for all above citations:
Kessler, K. "Helping High School Students Understand Academic Integrity." English Journal, June 2003: 57-63.
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Our signatures indicate our understanding of and agreement with the above stated policy. We understand that a copy of this document will be kept on file.
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Print Student NameStudent Signature
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Parent/GuardianParent/Guardian