Welcome to Sophomore English!
2012-2013 Syllabus
Course Overview: Sophomore English units of study focus on the theme Culture, with a focus on world literature in order to broaden the literary landscape of high school students. The units begin with an investigation of culture, and work towards a definition and an understanding of the commonalities and differences among human cultures as represented in literature, media, and non-fiction text from around the world. Students read widely and deeply and are asked to write about and research ways cultures communicate and the conflicts that sometimes arise between cultures.
The Sophomore English curriculum is as follows:
Title / Author / DirectorPrimary text for allsophomore students: / Springboard Textual Power, Level 5 / College Board
Allsophomore students: / The House on Mango Street / Sandra Cisneros
Night / Elie Wiesel
Things Fall Apart / Chinua Achebe
Antigone / Sophocles
Visual Media (film), allsophomore students: / Bend it Like Beckham / Gurinder Chadha, 2003
The Eleventh Hour / Nadia Conners, 2007
The Day After Tomorrow / Roland Emmerich, 2004
Life in the Freezer: The Big Freeze / Alastair Fothergill, 1993
March of the Penguins / Luc Jacquet, 2005
Grading: There are two types of assignments - formative and summative. Formative assignments include daily in-class work and homework; they prepare students for learning, give them practice, and/or extend their learning. Summative assignments let a student demonstrate skills, ability, and content knowledge. These include essays, projects, oral presentations, and tests.
The standards-based grading range is 0-4 with a score of 3 or higher meeting standard. Although individual standards within each assignment are scored with the numerical system, studentswill ultimately receive a letter grade in this class based upon their combined performance on standards in four areas: reading, writing, language, and speaking/listening. More information on the Common Core Standards is available online at Student scores, both formative and summative, will be available for students and families to monitor online (see below – communication).
Behavior Expectations: Please review the student conduct policies in the onlineBHS Parent and Student Handbook( for information on discipline and enforcement. Overall, students must be active listeners and must show respect to themselves,all others in class, and school property. Participation in class discussions is a powerful tool for memory and learning and some discussion activities, such as Socratic Seminar, will be graded summatively based on the Common Core Standards for Speaking and Listening. We expect thoughtful participation from all students.
Late Work/Make-Up Work: Teachers expect students to turn in all work on the assigned due date. In the event of extenuating circumstances that prevent timely submission, talk to your teacher about acceptable solutions.
In the event of absence, you have two weeks (ten school days) to make up missed work. Make-up work may require you to stay after school or attend Knight Academy. If this is the case, please make arrangements with your teacher. Most importantly, keep your teacher informed of your progress!
Required Materials: Come to class prepared to work! This course requires students to keep a notebook or binder for daily notes, activities, and vocabulary. Periodic notebook/binder checks will take place and be entered into the grade book. You must bring the following supplies daily in order to succeed in this class:
- Springboard Curriculum Workbook (issued during the first week of school)
- Binder or notebook
- Pencil and/or pen (blue or black ink only, please)
- Loose-leaf paper
Communication: For the most efficient communication, please sign up for and consistently monitor the web-based Family Accessand Data Dashboardprograms. These programs allow direct email communication between parents, teachers, and students, and provide an up-to-date online grade book. For more information, please call the student’s teacher or the office at 473-0800. Many teachers also maintain class webpages that detail assignments, provide links to helpful resources, and/or offer a calendar of due dates and events. These class pages can be found on the BHS website at:
In addition to the online grade programs, teachers may communicate through Edmodo, “a free and secure learning network for teachers, students, and schools.” Edmodo will be used to facilitate group discussions; to remind students of homework or upcoming assignments, due dates, and assessments; and to provide links to online resources such as videos and news articles. Please note that the Edmodo grade book is NOT a current or accurate reflection of students’ course grades. The Edmodo grade book is simply a formative measure of assessment and will not be used as a summative measure of success toward standard. Please see the attached welcome letter for more information about Edmodo and instructions for creating a class account for both students and parents. If you have questions or concerns about this program, please feel free to call or email your teacher.
Students: Please read and discuss this letter with your parents or guardians. If you or they have any questions or concerns, please have them contact one of us at 473-0800 or by email at the teacher’s address below.
Thank You!
The BHS Sophomore English Team
Laura Bossom: 473-0895Miranda Hogue: 473-0883
Cindy McClain: 473-0879
Please return this page to your teacher by Friday, September 14th
Syllabus Acknowledgement: By signing, the student acknowledges and agrees to the procedures and expectations outlined within the syllabus. Further, the student agrees to come to class prepared with the supplies listed as well as a willingness to participate in the learning process.
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Student Name (print)Date
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Student Name (signature)Date
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Parent/Guardian Name (print)Date
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Parent/Guardian Name (signature)Date
Film Waiver: The Springboard curriculum and the Common Core State Standards incorporate modern visual media (film, television, print media, and Internet) as a style of text that requires the application of critical thinking skills and analysis. Films are also used in conjunction with written texts to aid in visualization and comprehension in the learning process. In some cases films may not be shown in their entirety, but clips will be chosen from the film based on the standards being learned. For example, students may be shown clips from two separate movies in order to compare and contrast objectivity or subjectivity and persuasive techniques.
Students will view the following films and complete note-taking tasks and written assignments. If you are uncomfortable with any of the film choices, an alternate assignment can be arranged. Please check any of the movies that you do not want your son/daughter to watch, sign at the bottom or check that your student may view all films, and have your student return this page to me. If you have any questions, please feel free to contact me.
____Bend it Like Beckham, Gurinder Chadha 2003 (analysis of entire film)
____The Eleventh Hour, Nadia Conners and Leila Conners-Peterson 2007 (analysis of entire film)
____The Day After Tomorrow, Roland Emmerich 2004 (6 minute clip—48:05-54:09)
____Life in the Freezer: The Big Freeze, Alastair Fothergill 1993 (up to 27 minute clip—1:00-28:00)
____March of the Penguins, Luc Jacquet2005 (6 minute clip--:49-6:30)
OR
____My student may view all films listed above.
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Student Name (print)
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Parent/Guardian Name (print)Date
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Parent/Guardian Name (signature)Date
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