Imagine Going Through Life Utterly Alone. Envision a World Without the Constant Interaction

English 10

Imagine going through life utterly alone. Envision a world without the constant interaction and exchange of information that make our lives easier and more fun. To be a successful member of our ever-changing society, it is vitally important that we learn to gain information, not only through the written word, but through our personal interactions and through the constantly growing media. However, gaining information is only a small part of our lives.

It is equally important for us to be able to express ourselves to the people around us; think about it: is it possible to go through life without ever giving information to another person? What if no one ever wrote anything or broadcast any news? So much information that makes our lives easier would be completely lost. It is our duty as members of our global community to be able to adeptly share information both through writing and through speaking.

In this class, we will be constantly learning to hone our skill at gaining and communicating information in this fast-paced world. Through our numerous writing and reading exercises we will become better, more confident learners, writers, and speakers. Throughout out time together, we will begin to understand how that even our voices can be heard and can make a difference.

Course Objectives:

Complete a short story unit in which we will gain an understanding of the basic elements of a written story
Complete a drama unit in which we will read a selection of dramatic pieces while gaining an understanding of the concepts of reading and interpreting drama
Complete a unit which encompasses the uses of writing in our daily lives and in the real-world workplace to learn how that writing affects the world around us
Complete a poetry unit in which we learn the value of various forms of poetry while understanding how to read and interpret poems
Complete a nonfiction unit in which we will practice reading and applying knowledge found in various works of nonfiction
Complete a unit in which we learn the function and importance of epics, myths, and legends
Read various novels in order to gain an understanding of complex themes
Conduct an ongoing writing workshop (including grammar and mechanics) that will help us become better, more creative writers

SOLs:

The tenth-grade student will become a skilled communicator in small-group learning activities. The student will examine, analyze, and produce media messages. The student will continue development of vocabulary, with attention to connotations, idioms, allusions, and evolution of language. The student will read and analyze literary texts from a variety of eras and cultures. Attention will be given to the analysis of nonfiction texts. The student will critique the writing of peers and professionals, using analysis to improve writing skills. The student will continue to build research skills by crediting sources and presenting information in a format appropriate for content. Grammar knowledge will be expanded as the student presents, writes, and edits materials, applying the conventions of language.

Communication: Speaking, Listening, Media Literacy

10.1 The student will participate in, collaborate in, and report on small-group learning activities.

a) Assume responsibility for specific group tasks.

b) Collaborate in the preparation or summary of the group activity.

c) Include all group members in oral presentation.

d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.

e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.

f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

g) Access, critically evaluate, and use information accurately to solve problems.

h) Evaluate one’s own role in preparation and delivery of oral reports.

i) Use a variety of strategies to listen actively.

j) Analyze and interpret other’s presentations.

k) Evaluate effectiveness of group process in preparation and delivery of oral reports.

10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages.

a) Use media, visual literacy, and technology skills to create products.

b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion.

c) Determine the author’s purpose and intended effect on the audience for media messages.

d) Identify the tools and techniques used to achieve the intended focus.

Reading

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

b) Use context, structure, and connotations to determine meanings of words and phrases.

c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.

f) Extend general and specialized vocabulary through speaking, reading, and writing.

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Identify main and supporting ideas.

b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.

c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras.

d) Analyze the cultural or social function of literature.

e) Identify universal themes prevalent in the literature of different cultures.

f) Examine a literary selection from several critical perspectives.

g) Explain the influence of historical context on the form, style, and point of view of a literary text.

h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose.

i) Compare and contrast literature from different cultures and eras.

j) Distinguish between a critique and a summary.

k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions.

l) Compare and contrast character development in a play to characterization in other literary forms.

m) Use reading strategies to monitor comprehension throughout the reading process.

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

a) Identify text organization and structure.

b) Recognize an author’s intended audience and purpose for writing.

c) Skim manuals or informational sources to locate information.

d) Compare and contrast informational texts.

e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.

f) Draw conclusions and make inferences on explicit and implied information using

textual support as evidence.

g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.

h) Use reading strategies throughout the reading process to monitor comprehension.

Writing

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.

a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

b) Synthesize information to support the thesis.

c) Elaborate ideas clearly through word choice and vivid description.

d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence.

e) Organize ideas into a logical sequence using transitions.

f) Revise writing for clarity of content, accuracy, and depth of information.

g) Use computer technology to plan, draft, revise, edit, and publish writing.

10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Distinguish between active and passive voice.

b) Apply rules governing use of the colon.

c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

d) Differentiate between in-text citations and works cited on the bibliography page.

e) Analyze the writing of others.

f) Describe how the author accomplishes the intended purpose of a piece of writing.

g) Suggest how writing might be improved.

h) Proofread and edit final product for intended audience and purpose.

Research

10.8 The student will collect, evaluate, organize, and present information to create a research product.

a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.

b) Develop the central idea or focus.

c) Verify the accuracy, validity, and usefulness of information.

d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.

e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Course Outline[1]:

First Nine Weeks:
Elements of Short Stories
Elements of a Novel
Composition Skills w/ emphasis on Descriptive and Expository Writing
Vocabulary, Usage and Mechanics
Second Nine Weeks:
Elements of Drama
Elements of a Novel
Composition Skills w/ emphasis on Narrative and Expository Writing
Vocabulary, Usage, Mechanics
Third Nine Weeks:
Real World Literature
Technical Writing
Elements of Novels
Reading, Writing, and Critiquing Poetry
Composition Skills w/ emphasis on Persuasive and Expository Writing
Vocabulary, Usage, Mechanics
Fourth Nine Weeks:
Non-Fiction
Legends and Myths
Elements of Novels
Composition Skills w/ emphasis on Research and Documentation

Mr. Stamper’s Classroom Expectations and Procedures

First and foremost, I expect the absolute best from each of my students. I hold a strong belief that each of my students can and will live up to his or her very highest potential in my classroom; this includes all matters of behavior and scholastic performance. In order to function happily in our world, we must always strive to do our best and be respectful of others. Although we all have our differences, we are not individuals simply attempting to crawl our way through life by any means necessary. We are members of a human race made up of billions of people trying to cope with the same problems, attempting to find freedom and happiness, and wanting to find answers to important questions. Each of us has to realize that we are each responsible for the well-being of the entire world. Worldwide harmony begins with individual respect and responsibility, and the way you treat others and the way you are treated in this classroom will make a difference in the world.

Respect extends beyond simply being nice to your classmates. My students will respect me by giving me their full attention when I am speaking and by keeping their conversations appropriate. My students will respect this building by taking care of the objects therein. My students will respect the hardworking custodial staff by not leaving trash on the floors or in the desks. My students will respect their individual educations by doing their best on any assignment that I may give them. Finally, my students will respect themselves by living up to their individual potentials.

Without individual responsibility, respect means nothing. My students will be responsible for their actions. If a student shows that he or she is not being respectful, then I will hold that student responsible for his or her actions. Possible ways of holding the student responsible include, but are not limited to: individual after-class conferences, parent-teacher conferences, and disciplinary referrals to Mr. Poole.

Classroom safety is physical and emotional. I want to maintain a safe and supportive atmosphere where students do not have to worry about being physically or emotionally harmed. If a comment is not meant to uplift or enrich, then keep it to yourself. On the other hand, though, since we are learning to become better readers, writers, and people, we all need to be open to constructive criticism. No one is perfect, so we don’t need to pretend like we can never use some improvement.

An attentive classroom will mean a fun classroom. I love to create fun and interesting lessons. I find that it is much easier to learn if we are all having fun, so we often participate in activities that have us up and about or working in groups. In order for fun activities to work and to continue to work, I need full control of the classroom and full cooperation of each student at all times.

A smoothly-operating classroom is a better classroom. In order to maintain a well-oiled environment, we must follow certain procedures:
Each person will have the following items every day: your Personal Learning Log, a supply of paper, your textbook, and a pen or pencil. Failing to have these items will result in a low Effort Grade.
As soon as the bell rings, each person will begin working by copying the word of the day and completing any “Do Now” assignment posted on the board.
I will dismiss class each day. Students will not line up at the door when the warning bell rings.
We will discuss additional procedures when they become applicable.

Your Grade Reflects Personal Growth and Effort. You come to school each year in order to grow as a person and as a student. My grading practices reflect my belief that personal effort and academic growth are more important than scores on traditional tests and quizzes.
At the beginning of the year, you will be given a folder which will become your Personal Learning Log. This log will track your effort and your progress throughout the entire term. All work that you complete will be added to your learning log.
Each week, you will be given a Personal Learning Checklist which contains the basic tasks which you will be responsible for completing. Each task will be assigned a point value, and the ratio of points earned to total points available will determine your Effort Grade for each week.
Your Effort Grade can be adjusted in response to classroom performance. For example, extraordinary classroom participation can earn bonus points toward your Effort Grade, whereas inappropriate or distracting classroom behaviors can result in deductions from your grade.
After each new concept is taught, you will complete a preliminary assessment. This assessment will be listed on your Personal Learning Checklist, but it also serves a more important purpose. The results of this assessment determine what I may need to do to help you better understand the concept. After the assessment, individualized tasks may be added to your checklists based on your performance.
At the end of each week, you will submit your Personal Learning Checklist for review, and you will complete an end-of-week assessment. This assessment will be graded and recorded to determine your Academic Growth Grade. If your performance exhibits growth based upon the results of your preliminary assessments, then you will earn bonus points. For example, if you scored a 70% on a parts of speech assessment earlier in the week, but you score 80% on the parts of speech section of the end-of-week assessment, then you will earn bonus points on your end-of-week assessment.
Your Effort Grade and your Academic Growth Grade are identically weighted when calculating grades for your report card.

Respect and responsibility are not just for students. If I expect my students to be respectful and responsible, then I must live up to those same expectations. I have a deep love and respect for my job and for each of my students, and I want to give the best of myself every day. I am a qualified professional and a genuine human being, so my students should have high expectations for me as well as for themselves. Although it is my job to assume a position of leadership and authority, I try every day to treat everyone with kindness and respect, and if for some reason you feel like I am not living up to that potential, then please do not hesitate to let me know.

------

By signing below, I verify that I have read and that I understand the classroom expectations and procedures.

______

Parent/Guardian Date

______

Student Date

[1] Course Outline is subject to change should unforeseen situations or opportunities arise.