English.10.Syllabus

Phone: 259-7961 (Ext. 2553 ) **** Prep periods: B3, G3 **
 * English 10 (0307) E-mail: kmcnulty@phm.k12.in.us **
 * Instructor: Mr. McNulty

2009-2010

This course is designed to give students an opportunity to improve and practice their basic communication skills primarily through the study of rhetoric and composition. Grammar will be taught in the context of writing. By the end of the course, students will write several papers. Students will be taught how to present their ideas logically and coherently, present appropriate supporting details, and draw conclusions. Vocabulary, literature comprehension, journal writing, poetry, and use of the Writing Center are part of the course. Students will write a reflection on their growth as writers at the end of the year. Students will write at least four required essays during the academic year, which will be placed in their permanent writing portfolios. __Objective 1/Standard 1__: Reading – Word Recognition, Fluency, and Vocabulary Development Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. __Objective 2/Standard 2__: Reading – Reading Comprehension Students read and understand grade-level-appropriate material. They analyze the organizational patterns and evaluate authors’ arguments and positions. At Grade 10, in addition to regular classroom reading, students read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, technical resources, and online information. __Objective 3/Standard 3__: Literary Response and Analysis Students read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They conduct in-depth analyses of the themes of these works. __Objective 4/Standard 4__: Writing – Writing Process Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising). __Objective 5/ Standard 5__: Writing – Writing Applications At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words. Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 – Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. __Objective 6/Standard 6__: Writing – Written English Language Conventions Students write using Standard English conventions. __Objective 7/ Standard 7__: Listening and Speaking – Listening and Speaking Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. ** Course Overview/Outline: ** 1. Students will write four major papers that will be filed in the permanent portfolio: A. Students will write a comparison/contrast synthesis, based on literary works. Film may also be used. B. Students will write a problem/solution paper, cause/effect or persuasive/argumentative. This paper may be literature or researched based. C. Students will write one research paper. The paper must involve either gathering outside sources or using sources provided by the instructor. I-search approaches are encouraged. Papers must be source-based, with citations/documentation using MLA format. The process should emphasize discovery. D. Students will write one personal-experience paper. Content could be about events, places, or people.
 * Course Description**:
 * Course Goals/Objectives: **

2. Students will read a variety of short stories, non-fiction, and drama from //Literature// and The Interactive Reader (McDougal Littell). 3. Students will read a Shakespearean play (can be but does not have to be //Julius Caesar//). 4. Students will read a minimum of two novels; all sophomores read //Lord of the Flies// (either semester) and at least one of the following: //The Chosen// by Chaim Potok//, Fahrenheit 451//by Ray Bradbury//, Lesson Before Dying// by Ernest Gaines//, Dracula// by Bram Stoker//, Frankenstein// by Mary Shelley//, Bless Me Ultima// by Rudolph Anaya//, or Listening Woman// by Tony Hillerman//.// 5. Students will practice active reading strategies with The Interactive Reader and paperbacks of the teacher’s choice. 6. Students will study and write poetry in a variety of forms. 7. Students will keep a journal/learning log throughout the year, including entries and notes related to course content. 8. Students will deliver a minimum of one speech. 9. Students will write a refection/self-assessment on their growth as writers and learners; one will be done at the end of each semester. May reflection should include a discussion of pre-CRT and spring CRT. 10. Students will complete one CRT essay (based on course objectives) per semester (10.5.2) 11. Students will complete one objective/close reading CRT (based on course objectives) per semester. 12. Students will study vocabulary word parts based on Writers INC. Fall semester: lists 1-8; spring semester: lists 9-16. 13. Students will memorize and recite at least 20 lines of poetry (spring semester only) as part of the objective CRT. 14. Students will listen to an audio recording of a speech and analyze rhetorical devices and how language and delivery affect the mood, tone and impact of the speech on the audience (fall semester only) as part of the objective CRT.

Student learning will be measured by a variety of assessments. All students will take semester-end CRT written and objective exams, which represent 20% of the semester grade. “Objective” exams include both the close reading CRT and listening (fall) and speaking (spring) CRT. Writing assignments will be assessed using the 6+1 Traits rubric, found in the student planner. Vocabulary quizzes count no more than 5% of each semester’s grade. Vocabulary homework goes into homework points. Progress throughout the semester will be assessed by writing, homework, quizzes, learning logs, participation in classroom discussions and other assignments.
 * Assessment**:

The Penn High School school-wide grading scale will be used. For consistency, “rounding up” will NOT be used.

98-100 A+ 92-97.9 A 90-91.9 A- 88-89.9 B+ 82-87.9 B 80-81.9 B- 78-79.9 C+ 72-77.9 C 70-71.9 C 68-69.9 D+ 62-67.9 D 60-61.9 D- 59.9-0 F

No extra credit will be given on an individual basis. Bonus points, at teacher discretion, may be offered on occasion to all students.

After established deadlines, homework and minor assignments will be accepted by the next class meeting for a maximum of 60% credit. After that block, the assignment receives zero credit. Projects and major assignments, including portfolio requirements, will be accepted with a penalty of 10% for __every school day__ late.
 * Late Work Policy**:

Long-term assignments __are not excused__ because of an absence on the block of or the block before the due date.

Should computer problems occur during word processing of an assignment, a neatly handwritten copy in blue or black ink or an electronic copy __is required at the time of the deadline.__ An electronic copy has not been submitted successfully until the student receives teacher confirmation. A typed copy will be required within a period of time determined by the teacher.

The policies defined in the student handbook regarding absences will be upheld.

Exceptions for extenuating circumstances will be handled at the teacher’s discretion

Plagiarism is a serious offense. Teachers will enforce the policies outlined in the student handbook.
 * Academic Dishonesty**: