Pelham High School

Pelham High School

English 10 Course Syllabus

Instructor: Deidra W. Crain

2016-2017

Instructor Email:

Room A204

Planning Periods: 6th period (11:30-1:25pm) on EVEN (T/TH) days

7th period (1:30-3pm) on ODD (M/W) days

6th period (12:26-1:14pm) and 7th period (1:19-2:07pm) on Fridays

Course Description:

This English Language Arts course is designed to be strenuous preparation forpost-secondary education, including both college and career. The course follows the curricular requirements described in the Alabama Course of Study, Common Core State Standards, and Quality Core. Students will undertake intensive study of various genres, including the novel, short story, poetry, and drama fromEarly American Literature. This course will also include a writing component that focuses heavily on expository/explanatory, analytical, and argumentative writing, as well as timed writing for test preparation, such as the ASPIRE and ACT. Students will interpret texts while considering their structure, style, and themes; the social and historical values they reflect; and the use of such literary devices as diction, syntax, figurative language, point-of-view, symbolism, and tone.

Discussion is a cornerstone of this course. Students are required to participate in spirited, analytical discussions where their opinions are tested by the instructor and their classmates. All opinions in the classroom must be supported by textual evidence. In addition, students write extensively during this course. The instructor and peers examine the papers for effective organization, fluidity, clear diction, varied syntax, persuasive arguments, and strong supportive evidence through various self and/or peer analysis and revision activities. All activities further the students’ abilities to fully engage the rigors of future professions and career tracks.

Course Goals:

1. To carefully read and critically analyze literature.

2. To consider structure, style, and themes, as well as elements of diction, imagery, symbolism, figurative language, point-of-view, and tone in order to understand how writers use language to provide meaning and pleasure.

3. To study representative works from various genres and periods.

4. To consider the social and historical values a work reflects.

5. To appreciate the complexity, absorb the richness and grasp the relevance of literary works to life itself.

6. To write with focus, command, and grammatical correctness and to critically analyze themes, figurative language, societal influences, prominent philosophies, and the author’s motivations.

7. To critically analyze literature through expository, argumentative, and analytical essays, as well as creative writing.

8. To deepen one’s awareness of language and its power through reading and writing, speaking, and listening.

ATTENDANCE AND RESPONSIBILITY:

Students will be treated as young adults in this class, responsible for completing assignments on time and for keeping up with the requirements of the course. Students will always be provided with required readings and due dates ahead of time. Work must be handed in when due if you want credit. LATE WORK WILL NOT BE ACCEPTED WITHOUT A SCHOOL-APPROVED EXCUSE. Students should not miss a class unless there is a dire emergency. Should that occur, students should contact a peer for information related to the missed class, visit coursework posted on Google Classroom, then the instructor for any materials required, as applicable. Detailed instructions regarding make-up work will be discussed in class. We will always adhere to the attendance policies stated in the student handbook for Pelham City Schools.

IF YOU MISS AN ANNOUNCED TEST OR IN-CLASS WRITING ASSIGNMENT, YOU WILL BE REQUIRED TO MAKE IT UP ON THE FIRST DAY YOU RETURN TO SCHOOL. ALL OTHER WORK MUST BE COMPLETED WITHIN ONE WEEK TO ALLOW FOR TIMELY FEEDBACK AND SCORING.

THE BEST THING ABOUT THIS CLASS IS THAT YOU WILL HAVE THE OPPORTUNITY TO EXPRESS, DISCUSS, AND DEBATE YOUR IDEAS ABOUT SOME SIGNIFICANT LITERARY WORKS WITH OTHERS WHO HAVE ALSO READ AND THOUGHT ABOUT THESE WORKS.You will surprise yourself with your knowledge and your ability to think and express yourself. I sincerely hope you will find this class to be one of your most valuable high school experiences. I will do everything possible to make it that way.

Assessment:

Each major paper requires that students proceed through several drafts of writing, each revision aided by teacher and peer analysis. The grade for each nine weeks is the average of in-class exercises, major essays, practice tests, reading quizzes, response essays, and class analysis of the units taught during the focused time period. All scores for essays, performance assessments, and exams will be based upon rubrics provided to students at the time of the in initial assignment.

Grades and Evaluation:

In each grading period, students will be graded on a combination of classwork, homework, pop quizzes, announced quizzes, essays, tests, projects, and portfolios/presentations. A minimum of ten grades will be given per grading period. Essays, tests, and projects, etc. will generally be worth 100-200 points per assignment, whileclasswork, homework, quizzes, etc. will generally be worth 25-50 points per assignment.

Points Earned/Total Points Possible = Student Average

PLEASE NOTE: Because this course delves deeply into skill and content, and assignments might be revised several times before a grade is provided, not every classwork and homework assigned will be “turned in,” nor will every classwork and homework assignment be graded, although I will always examine work to gauge the effectiveness of instruction and use other methods of assessment including, but not limited to, observation, discussion, and informal review.

(*Final exam is cumulative and weighted according to system policy as outlined in student handbook.)

A= 90-100

B=80-89

C=70-79

D=60-69

F= 59 or below

If I can provide further explanation or information regarding my grading policy to you or your parents, please do not hesitate to email me at or call me at school during my planning period.Additionally, I strive to update my online gradebook at least once weekly, and if for some reason it is not showing up-to-date, please do not hesitate to contact me with questions. Lastly, I follow the school wide exemption policy for exempting final exams in the second semester.

Writing Assignments:

Students will be graded using a rubric specific to each assignment, and each score point on the rubric has an equivalent grade in the gradebook: for example, on a scale of 1-9, 9=100 in the gradebook. I will go over the scale explaining what grading points are assigned to each number. A copy of the grading scale will be given to each student prior to beginning the assignment.

Portfolio:

Each student will compile a Composition Portfolio, a formal compilation containing all analyses of poems, major student essays and responses, supplemental research, all practice exams and corrections, and final exams.

Classroom Rules: These rules reflect behavior appropriate to future college and career students. These behaviors are easily observable and inherently expected in the college and professional setting; therefore, it is necessary to demonstrate said behavior in the classroom setting. Students will be given ample opportunity and explicit permission when it is time todiscuss, collaborate, and create with classmates and the instructor, but students are also expected to know and abide in silent individual work as well.

1. Students must be in class on time.
2. Students are to remain seated in assigned seats unless permission to do otherwise is given.
3. Everyone is expected to work hard without causing any distractions.
4. All books and materials should be brought to class each day.
5. No food or drink allowed in the classroom.
6. Students are only allowed to go to the bathroom during class if it is an emergency. Students may be asked to leave their cell phone (if they have one in their pocket or purse) on my desk while out of the room.
7. All rules and regulations in the Pelham City Schools Code of Student Conduct will be strictly enforced.

Consequences for neglecting to adhere to the classroom rules will be progressive in nature, including, but not limited to the following: 1. Verbal warning/redirect to task 2. change of seating assignment3. parent contact4. office referral. Offenses of a serious nature, including any offenses disrupting instruction, will be immediately referred to office; otherwise, parents will always be contacted in an effort to resolve issues BEFORE an office referral is made.

Materials and Supplies Needed:

2-3 inch binder

Tab dividers (at least 6, suggested: lecture notes, vocabulary, literary terms, writing, graphic organizers, anchor charts)

Pencils/Pens

Notebook paper

School textbook

Major text/paperback for assigned grading period

Markers, highlighters, and white-out/liquid paper are strongly encouraged, if you can purchase your own. I will have these available in class, but students may prefer to daily bring their own for ease of use and time-efficiency.

Students will be required to purchase their own novels for each major text. These may be purchased from any bookstore or website (including our own Barnes and Noble located in the LMC), although Amazon usually offers the lowest price. Used copies are good options because we will be writing and highlighting in these books anyway. If possible, used copies of the same edition I use are most convenient for tracking along with the class.

I have a limited number of copies available to students who cannot purchase their own books. Please email, call, or leave me a note if you need one of my copies, or should you need any classroom supplies or materials, and I will take care of it in a private and non-embarrassing manner. Barnes and Noble will also be offering an opportunity to purchase major texts through the school for a discounted price.

*I reserve the right to make changes as necessary to the course syllabus to serve the best interests of the students enrolled in the course.

Course Progression:

Nine Weeks 1 Skills Focus: Argumentative/ACT writing

Major Text:Selections/excerpts from the following (at minimum): The Scarlet Letterand seminal U.S. documents.

Nine Weeks 2 Skills Focus: Literary Analysis

Major Text: Selections/excerpts from the following (at minimum): Julius Caesar

Nine Weeks 3 Skills Focus: Explanatory/Expository

Major Text: The Adventures of Huckleberry Finn

Nine Weeks 4 Skills Focus: Research Writing

Major Text:The Awakening

Digital Procedures:

Students will be provided a hard copy of the class textbook, access to the digital textbook, and access to a Chrome book to be used in class. I reserve the right to remove digital privileges as a disciplinary consequence as needed. Students will have opportunities to use cell/mobile phones in class, but only with advance permission for specific academic tasks. Again, phones are allowed, out only with advance permission, and any phone out without permission or not being used appropriately will be confiscated and turned into the front office for parent pick-up.

Final Note: Parents and students, should you have any questions or concerns regarding the content of this syllabus, please contact me at your earliest convenience before turning in the signed syllabus form. Also, failure to sign and return the signature page does not preclude the student from adhering to the policies contained.

Syllabus Signature Page

I have read and fully understand the syllabus provided for Mrs. Crain’s course. This syllabus is a binding contract for both me and the instructor.

Student Name Printed

Student Name SignedDate

Parent Name printed

Parent Name SignedDate