Regents English 10 Syllabus: Ms. Diana
Curriculum and AssessmentDear Students and Parents/Guardians:
Welcome to Regents English 10! This booklet describes our curriculum and student assessments as per the New York State Common Core Standards for English / Language Arts. Please take a bit of time to familiarize yourself with its contents; when you are through, please sign the student contract on the last page and return it to me.
Our class website is listed at www.newpaltz.k12.ny.us/local. To see what we are working on at any time during the school year, go to this site, select “High School,” select “Teachers,” then open up our class page.
Please feel free to call or email anytime with any questions or concerns. I check my voicemail daily, but I check my email several times a day—and I will get right back to you!
Email:
Voicemail: 845.256.4175, ext. 69515
Thank you!
Michelle Diana
REGENTS ENGLISH 10 CURRICULUM
This course is aligned with the Common Core Standards for College and Career Readiness. For a complete list of the New York State P-12 Common Core Learning Standards for English Language Arts and Literacy please see the New York State Education Department website: http://www.p12.nysed.gov/ciai/common_core_standards/
College and Career Readiness Anchor Standards for ReadingKey Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of reading and Level of text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for WritingText types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Writing
We will write extensively. Using both formal and informal writing, we will explore the possibilities of personal style in several formats. The variety of writing will include, but is not limited to:
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· Personal Essay
· NYS Regents Exam Critical Lens
· Persuasive Essay
· Reaction Papers
· Multi-genre Research Project
· Analytical Paragraphs
· Writing Portfolio
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SSR: Sustained Silent Reading
“Reading is the only way, the only way we become good readers, develop a good writing style, an adequate vocabulary, advanced grammatical competence, and the only way we become good spellers” (37). The Power of Reading: Insights from the Research, Stephen D. Krashen, Second Edition (2004)This year we will be participating in a pilot program involving Sustained Silent Reading (SSR), also called Free Voluntary Reading (FVR); in this program students are able to select their own book or magazine to read for a portion of the school day. Students will have no book reports on their selected reading and no questions they must answer at the end of their books; they don’t even have to finish their selected books if they don’t like them.
Why? Well, long-term studies of SSR programs illustrate “consistently positive results” for students, and these results span a wide variety of categories (3). The data reveals that students become not only better readers in terms of comprehension—with better critical-thinking skills—but better spellers with stronger vocabularies; there is even a dramatic effect on writing and on second language acquirers. Check out the following information from Stephen D. Krashen’s The Power of Reading: Insights from the Research :
· “Those who read more do better on a wide variety of tests” (9).
· “More reading results in better reading comprehension, writing style, vocabulary, spelling, and grammatical development” (17).
· Students who participate in SSR become more interested in school overall (30).
· “Those who read more have less ‘writing apprehension’ because of their superior command of the written language” (36).
· “Well-read people write well because they have subconsciously acquired good writing style” (150).
We need to provide a wide variety of books and magazines for students in our classrooms, because while many students will come prepared (and even excited) to read, some will not. As Krashen states, “The richer the print environment, that is, the more reading material available, the better the literacy development” (62).
Major Works
ü Oedipus, Sophocles
ü Frankenstein, Mary Shelley
ü Hamlet, Shakespeare
ü A Raisin in the Sun, Lorraine Hansberry
ü Dr. Jekyll and Mr. Hyde, Robert Louis Stevenson
ü The Things They Carried, Tim O’Brien
Outside Reading
Each quarter, students will select from a list of possible Outside Reading Texts (ORTs). They will include non-fiction choices such as editorials, peer-reviewed journals, and biographies as well as literature.
Assessment in English 10:
Assessment of writing assignments is partially dependent upon the timeliness of the assignment. This means that students must hand in assignments on time to receive full credit; ten points will be deducted from an assignment for each school day the assignment is late. Assignments more than one week late will not be accepted. A note about writing assignments/homework: THERE IS HOMEWORK EVERY NIGHT IN ENGLISH 10 (yup, every night). Students will be well aware of this homework; every quarter will begin with an assignment / unit guide detailing the formal writing assignments for that quarter and each week students will receive a weekly sheet detailing the plans for each class and the homework that is to be completed. If you misplace your weekly sheet, this information will also be posed on the website for our class; simply go to http://www.newpaltz.k12.ny.us/local. Parents/guardians, please feel free to check this website for all class work and homework--and be sure to utilize Parent Connect, which will enable you to see each of your student’s grades for all assignments, quizzes, etc. (details available from the New Paltz Central School District Office).
Assessment: Quarterly grades will be based upon the following formula[1]:
Writing Assignments 60%
Quizzes/Tests 20%
Class Participation 10%
Homework 10%
100%
Remember, improving communication—reading, writing, speaking, and listening—is the goal of our English class. Success depends upon both of us, which means that I will do my best to make sure all readings and writing assignments are clear; you, on the other hand, must actively participate in the process. If/when there are any topics/readings/writing assignments you do not understand, ASK, ASK, ASK! Ask in class, at the end of class, after school, or email me at ; I will get right back to you! Let’s have a great year!
Writing Rubric: Criteria for Grading Effective Writing
A B C D / F
Meaning/Content: the extent to which the assignment exhibits sound understanding/interpretation/analysisThesis / Thesis is insightful and clearly stated; key terms are defined / Thesis is stated;
some key terms are defined / Thesis is vague;
terms are not defined / No thesis;
terms are not defined
Analysis / Reveals an in-depth analysis; makes insightful connections / Conveys a thorough understanding; makes clear connections / Conveys a basic understanding; makes a few connections / Provides an inaccurate understanding; connections not clear
Development: the extent to which ideas are elaborated, using specific and relevant evidence
Ideas
/ Develops ideas clearly and fully; uses a wide range of relevant details / Develops ideas clearly; uses relevant details / Develops ideas briefly; uses some detail / Uses incomplete or undeveloped detailsParagraph Develop-ment
/ Clearly developed paragraphs directly relate to thesis; each contributes to thesis / Paragraphs developed; each relates to thesis statement/main point / Some paragraph development; each paragraph relates to thesis statement / Little or no paragraph development; few paragraphs relate to thesis statementOrganization: the extent to which the assignment exhibits direction, shape, and coherence
Designing Organ-ization / Maintains a clear focus; exhibits a logical, coherent structure through appropriate transitions / Maintains a clear focus; exhibits a logical sequence of ideas through appropriate transitions / Establishes but does not always maintain an appropriate focus; some inconsistencies in sequence of ideas / Lacks an appropriate focus, but suggests some organization
Introduction
/ Clear focus on topic; powerful message conveyed to reader / introduction is focused on the topic/thesis / Introduction is basically focused on topic/thesis / Little/no focus on topic/thesis in introductionConclusion / Extends/connects to key ideas / Summarizes key ideas / Restates main idea / Incomplete/absent conclusion
Specific Assignment
Directions / Exceeds all requirements specified for this assignment / Meets all requirements specified for this assignment / Meets some of the requirements specified for this assignment / Meets few/no requirements specified for this assignment
Language Use: the extent to which the assignment reveals an awareness of audience and purpose
Description / Creative, concrete language; uses literary devices and rich sensory detail / Assignment uses concrete language. literary devices and sensory detail / Some use of concrete language, literary devices, and sensory detail in assignment / Little use of concrete language, literary devices or sensory detail in assignment
Word Choice / Uses sophisticated precise vocabulary / Effective word choices / Some effective word choices / Few effective word choices
Sentence Variety / Well-varied sentence structure throughout / Good sentence structure and variety / Occasional use of sentence variety / Little sentence variety
Voice/Sense of Audience / Unique voice; strong sense of audience / Evident awareness of voice and audience / Some awareness of voice and audience / Mechanical/unsuitable voice; unaware of aud.
Conventions: the extent to which the assignments exhibits conventional grammar/spelling/word usage
Grammar/
Punctuation / Smooth, fluid error-free punctuation and grammar / Mostly correct grammar; errors do not interfere with communication / Errors occasionally interfere with communication; verb tense errors / Grammatical errors are awkward and interfere with communication
Spelling and Word Usage / Correct spelling;
error-free word usage / Mostly correct spelling and word usage / Errors in spelling and word usage / Misspelled and misused words throughout
Overall assignment presentation / MLA heading; unique title; professional presentation / MLA heading; appropriate title; neat presentation / Incomplete heading; average title/presentation / No heading/title; no attention to presentation
Tenth Grade English Course Contract
Instructor: Ms. Michelle Diana E-mail:
Phone: 256.4175 X66515
Please read the syllabus and the following contract carefully.
Expectations for the course include (but are not limited to) the following.
Students will:
Ø agree by signing this contract that all work handed in is the student’s original work (plagiarism is a serious crime)
Ø communicate effectively in the classroom by respecting the opinions of others and listening actively
Ø engage in mature, intellectual discussion (citing ideas, issues, values inherent in a text)
Ø make the teacher aware of planned absences so that assignments may be given in advance
Ø be responsible for any notes, assignments, activities, et cetera that occur during an absence
Failing to complete assignments will result in a zero. Late work will be deducted 10 points per day. Certain requirements will remain the same throughout the course, and they include the following:
Ø All assignments are to be typed unless otherwise indicated.
Ø Assignments that may be handwritten must be completed in blue or black ink only.
Ø All assignments must include an MLA heading with the student name, teacher, course, and date in the upper left-hand corner of the paper.
Ø All handwritten assignments must be handed in on white loose-leaf paper, and typed assignments must be in a standard font of twelve-point size.
Any assignment not meeting the above criteria will be returned for ZERO credit.
Please email me anytime at (I check my email several times a day)or call me at 256-4175 (ext. 69515) with any questions/comments you may have.
Thank you!
Michelle Diana
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By signing below, I acknowledge that I have read, understood, and agreed to adhere to the policies stated in Ms. Diana’s Tenth Grade Course syllabus and contract.
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