Malden High School Academic Year 2012-13 Course Syllabus Name of Course: English 10 Honors Instructor: Y.

Mrquez Course Number: 00212 Room: J282

Primary School email: ymarquez@malden.mec.edu Class Wiki: www.marquez10h.wikispaces.com

Student Supplies:

3-ring binder with appropriate sections and paper: (Classwork, Grammar, Vocab., Homework/DJs*) Writing Implements (no purple/pink ink!) Post-Its Thumb-drive IR Reading Journal (can be the same as summer reading journal) Highlighters
Texts: Catcher in the Rye by J.D. Salinger; Night by Elie Weisel; Antigone by Sophocles; A Tale of Two Cities by Charles Dickens; A Midsummer Nights Dream or Julius Caesar by William Shakespeare; a variety of poetry; at least three independent reading books of the students choice to be read throughout the year. Course Description: Prerequisite: 85 or better in English 9 and teacher recommendation English 21 continues the study of literature, focusing on allegory, symbolism, style, and pre-dominant universal themes. The historical context of novels is examined in works such as A Tale of Two Cities, Night, and The Catcher in the Rye. Grammar and vocabulary study continue. In writing, students sharpen their skills of organization, precise expression, and sentence structure. The expository and persuasive essays are studied, with both short and long papers assigned, including research. Instructional Philosophy: I believe that all students have the ability to learn if they are challenged and provided with the right tools. My goal is to help students become active participants in their own educationto help them question, make connections, and analyze literature in a way that will make it meaningful for them. Ultimately, my goal as a teacher is to help students recognize the potential within themselves, and for my students to understand the importance of working towards becoming an independent, self-directed, motivated learner when it comes to both literature (reading and writing) and life.
Writing Skills Emphasis First Semester Refining the critical essay about literature Introductions, thesis statements, body paragraphs using textual evidence, conclusions Adding insight Editing and Revising Grammar Fundamentals 4-5 revised long compositions 6-8 MCAS style open responses/writing for understanding Peer Editing Overhead Editing Grammar Exercises Using Graphic Organizers Anchor Paper Scoring Second Semester Continue work on the critical essay Developing individual topics/theses Introduce persuasive essay Elements of rhetoric Using sources 4-5 revised essays, either long composition style or persuasive 6-8 open responses Peer/Overhead Editing Grammar analysis Using MLA-style citations Reading model essays

Assessments Activities

Reading Skills Emphasis

Assessments

First Semester Active reading strategies for comprehension, interpretation, and analysis of literature of whole class and independent reading texts Define and identify literary techniques, with emphasis on interpreting poetry and short passages Learn genre-based terminology Learning vocabulary from context Comprehension tests and quizzes Literature Circle presentations Reading strategy assessment (i.e. collecting student notes, literature circle handouts, etc.) Use of interpretation techniques such as SOAPStone A variety of reading strategies such as post-it notes, dialectical journals, and literature circle role sheets Library orientation/visits Literature Circles

Second Semester Continue active reading techniques Literary techniques with an emphasis on MCAS preparation Strategies for reading Shakespeare; emphasis on dramatic form Learning vocabulary from context Comprehension tests and quizzes Performance assessment on Shakespeare Student-directed reading strategies Project-based assessments on reading Examining elements of performance Continue and refine use of reading strategies Close reading and writing for understanding. Literature Circles

Activities

Speaking & Listening Skills Emphasis Assessments

First Semester Asking/answering open-ended questions Rules of discourse for small and large groups Note-taking Oral reading Student-run discussions & Socratic seminars Presentations Small and large group discussions Practice of skills

Second Semester Public speaking/recitation Elementary acting Shakespeare performance Poetry performance Student-run discussion & Socratic seminars Presentations Listening to poetry reading Practice of skills

Activities

Study Skills Skills Emphasis Assessments Activities

First Semester Using agenda book Organization Time Management Study strategies/techniques Homework Long range assignments Participation Identifying and implementing study strategies Taking notes First Semester Use and integration of direct textual evidence MLA citations Plagiarism Assessed through writing projects Examining writing models to understand textual evidence

Second Semester Continue all

Homework Long range assignments Participation Identifying and implementing a personal study strategy Second Semester Continue to refine use of textual evidence Finding and evaluating sources Paraphrasing/summarizing MLA Works Cited Research project using multiple sources Library and computer lab visits

Research Skills Emphasis Assessments Activities

Distribution of quarterly grading components Category Major Assessments Explanation Students will be required to complete a minimum of two major assessments per quarter. These may include long compositions on a variety of topics, projects associated with a particular work of literature being studied, or exams. All formal assignments must be TYPED following MLA guidelines: double-spaced, Times New Roman, font 12, 1 margins. All other hand-written work is to be neat, legible, and must include a heading (your name, date, class, assignment # and title). Any work that is illegible will NOT be graded. Longer assignments/special projects will be marked down an entire grade for each day it is late (2 day cut off)
*Cheating or Plagiarism results in an automatic zero!

Weight 40%

Daily Participation

Participation in the class is vital and will be reflected in your class grade. This includes positively contributing to the class by way of discussion, writing, answering/asking questions, showing of an effort, actively listening to others when speaking, engaging with other students when appropriate, and maintaining ones class notebook (clearly written notes, handouts, etc). Notebook checks are random and only if deemed necessary; therefore, maintain your notebook adequately organized and complete. Always label the tops of your pages with your name, class, and date. Copy each days Objectives, and be sure to immediately begin and complete the OPENING assignment. [Note: NO other business is to be conducted during the OPENING portion of class until directed to do so.]

15%

Homework

Students will be given homework agendas periodically throughout the year, which will delineate each homework assignment for the given time period. Homework is assigned on a daily basis (with few exceptions) as a way to assess the students ability as an independent learner, particularly with applying the skills we would have reviewed in class for both reading and writing. Thus, homework is not graded on quantity, but on quality, requiring time and thoughtful effort. Late homework assignments will not be accepted Label all assignments with the appropriate heading (name, class, date) and HW#
Quizzes are varied in nature: reading quizzes (can be unannounced), skillsbased quizzes, open-response writing, student-run discussions, etc. Make-up Work (quizzes, tests): will only be granted if absence is accompanied with an appropriate note. Teacher and student will arrange a suitable make-up time w/in 2 days of returning; failure to do so will result in a zero. As students are required to complete a MINIMUM of three independent reading books in the year, they will be asked to track their reading with different assignments within their independent reading journal. It is the students responsibility to keep track of their reading and assignments, as

15%

Quizzes and OpenResponses

+ = 100

= 85

- = 75

n/c = no credit/55*
15%

Reading Journal

15%

the journal will be collected randomly throughout each quarter. Grade A B C D E Scale 90-100 80-89 70-79 60-69 Below 60 Description of work Work consistently demonstrates an exceptional level of quality and effort. All work is in on time and completed to exceed expectations. Work demonstrates mastery of many of the skills of the course. Work consistently demonstrates good quality and effort. All work is in on time and complete. Work demonstrates progression towards mastery of the skills of the course. Work demonstrates average quality and effort. Work demonstrates some progression towards mastery of the skills of the course. Work demonstrates minimal quality and effort. Some assignments may be late. Work demonstrates minimal progression towards mastery of the skills of the course. Work demonstrates poor quality and effort. Work demonstrates little progression towards mastery of the skills of the course.

Lateness is blatant disrespect! Prompt arrival and readiness are essential to success. Any lateness must be accompanied by a pass; if you do not have a pass, you are to immediately leave your agenda book at the front table and be prepared to make up any missed time with me after school. Additional consequences for tardies will be followed as per school rules. **Remember: 3 tardies = 1 class absence** Absences will hinder your learning! Whenever possible, let me know of an absence in advance. If not, cover yourself with an absence note. Without a valid absence note, you will not be allowed to make up any work. Work that you have missed due to an excused absence will not be accepted after your 2nd day back to class. There may be exceptions to this rule depending on the assignment. For example, this grace period will not apply to assignments whose due dates you have known well in advance. *It is your responsibility to find out what you missed and make up the work!* Become very familiar with the Extra Handouts basket because chances are that we DID do SOMETHING while you were out! However, do not interrupt class instruction to try and determine make-up assignments. Golden Marquez Rules read them, know them, love them. o If theres not enough for every single body in the class, you CANT eat it! In other words, NO FOOD! o If it doesnt belong to you, dont touch itwithout permission. o If it does belong to you, remember to take it with you when you leave! Finally, I expect everyone to show RESPECT for each other, the teacher, and the resources in the classroom. Also, always rememberIf you work hard and try your best, youll go far!

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Contract Signatures
I have carefully read and reviewed the course policies and procedures. I understand that I am now responsible for familiarizing myself with the information delineated above, and I know what is expected of me in this English 10 Honors class. __________________________________________________ Students Name (print) __________________________________________________ Students Signature __________ Date

I have carefully read and reviewed the course policies and procedures, and I know what is expected of my son/daughter in this English 10 Honors class. __________________________________________________ Parents Name (please print)

__________________________________________________ Parents Email Address

________________________ Parents Phone #

_________________________________________________ Parents Signature

__________ Date