English 10 Course Syllabus

Mrs. Martin
2017-2018

Office Hours: TBD, by appointment until further notice.

Contact Information: Email is the best way to reach me if you have questions: amartin@richmond.k12.mi.us

Website: mrsmartinENG.weebly.com will be where students can go to get PDFs of the stories or assignments.

PowerSchool: PowerSchool is a live Internet program that allows students or parents to access student grades and
attendance at any time. Please visit this website (https://ps.ric.misd.net/public) regularly for up-to-date reports. If I return
papers to you, you can assume they are recorded in PowerSchool. It is your responsibility to check PowerSchool and be sure
your grade is recorded accurately before throwing anything away. It is recommended to not throw anything away until the end
of the unit or marking period.

Course Description: English 10 provides students the opportunity to further develop the writing skills necessary for career
development and college level course work. It also helps students continue to enhance their understanding and appreciation
of literature in its various forms. The course is yearlong.

A variety of learning styles will be addressed. Journal writing, group projects, speeches, grammar and vocabulary reviews,
video analysis, SAT grammatical / rhetorical preparation, and individual writing assignments are just some of the methods by
which students will be evaluated.

All units studied this year will focus on taking a critical response and stance. The following ESSENTIAL
QUESTIONS will be examined in each unit:
How can I discover the truth about others?
What sacrifices will I make for the truth?
What criteria do I use to judge my values?
How will I stand up for what I value?
What can I do to realize my dreams or visions for the future?
How do I handle others points of view?
What role does empathy play in how I treat others?
What power do I have as an individual to make positive change?
How do I respond to improper use of power?
How do I determine when taking social action is appropriate?
What voice do I use to be heard?

Prerequisites: Students must have passed English 9.

Textbooks: Timeless Voices, Timeless Themes: The American Experience (Prentice Hall Literature) and a number of novels
will be used throughout the year.

Exit Outcomes: By the end of the tenth grade year, all students should be able to:
Write numerous compositions, using a variety of structure, content, and style.
Use vocabulary consistent with that of a young adult. This is essential for the state-mandated testing that will occur
during your junior year.
Read and appreciate novels of ones own choosing.
Improve and expand grammatical skills, both in writing and in correcting errors.
Develop and deliver oral presentations.
Read and discuss various genres of literature and poetry in a mature and knowledgeable fashion.
Respond to literature and poetry in a variety of ways.
Use online learning to enhance the learning process.

Course Outline: This outline is subject to change, and assignments will vary, depending on students previous experience
and learning abilities. These changes will be made at the discretion of the teacher.

1. Unit One: Short Stories (Fall)

Students will read and discuss the theme and life lessons found in several selections of short stories. Additional readings or
information may be provided to substantiate the selections. (RL9-10.1-RL9-10.10; RI9-10.1-RL9-10.10; RW9-10.1-RL9-
10.10; RSL9-10.1-RL9-10.6; RL9-10.1-L9-10.6)

2. Unit Two: Of Mice and Men, by John Steinbeck (Fall)

Students will see that relationships have many purposes. The benefits and supports that relationships give will be explored.
Students will look at what determines their relationships. Balance and mutualism will be explored through the anchor text,
Of Mice and Men. (RL9-10.1-RL9-10.10; RI9-10.1-RL9-10.10; RW9-10.1-RL9-10.10; RSL9-10.1-RL9-10.6; RL9-10.1-L9-
10.6)

3. Unit Three: A Raisin in the Sun, by Lorraine Hansberry (Fall)

Students will look at ways to fight racial discrimination. Stereotyping, dreams, visions, and social equality will also be
examined. The importance of family will be discussed. Expectations at home, school, and work will be explored through the
anchor text, A Raisin in the Sun. (RL9-10.1-RL9-10.10; RI9-10.1-RL9-10.10; RW9-10.1-RL9-10.10; RSL9-10.1-RL9-10.6;
RL9-10.1-L9-10.6)

4. Unit Four: Huck Finn, by Mark Twain (Spring)

Students will look at integrity, courage, freedom, satire, adventure, and American culture in the mid-1800s. Ideas about the
truth and voice will be discussed. Students will look at how far they are willing to go to be accepted in society. Racism,
reality, symbolism, and satire will be explored through the anchor text, Huck Finn. (RL9-10.1-RL9-10.10; RI9-10.1-RL9-
10.10; RW9-10.1-RL9-10.10; RSL9-10.1-RL9-6.10; RL9-10.1-L9-10.6)

5. Unit Five: The Crucible, by Arthur Miller (Spring)

Students will see that literature can be used to strengthen the individual and regain power from those who would use it for
their own purposes. The idea that truth has no meaning when men believe only what they want to believe will be explored.
Powers of the individual, the willingness to make sacrifices for the truth, and how to deal with higher authorities are other
themes explored off of the anchor text, The Crucible. (RL9-10.1-RL9-10.10; RI9-10.1-RL9-10.10; RW9-10.1-RL9-10.10;
RSL9-10.1-RL9-10.6; RL9-10.1-L9-10.10)

6. Unit Six: Research Paper (Spring)

During the second semester, students will learn about the research process. A research paper will be written in MLA format.
The topic and length of the paper may be determined by the instructor. (RI9-10.1-RL9-10.10; RW9-10.1-RL9-10.10; RSL9-
10.1-RL9-10.6; RL9-10.1-L9-10.6)

7. Ongoing Unit Seven: VocabularyYearlong. Students will study vocabulary dependent upon the unit of study and/or
recommended state tests. Quizzes will be taken every Friday. (RL9-10.4-L9-10.6)

8. Ongoing Unit Eight: GrammarYearlong. Grammar is an ongoing study and students will develop their writing skills
throughout the year. Special emphasis will be put on editing, tenses, and areas of immediate need. (RL9-10.1-L9-10.3)

9. Ongoing Unit Nine: Writing ExperiencesYearlong. Students will write numerous compositions throughout the year.
Special attention will be paid to persuasive writing, expository writing, and comparison writing. (W9-10.1-W9-10.10)

10. Ongoing Unit Ten: Book of Choice Silent Reading Yearlong. Each semester, students will be expected to read ONE
book of their choice. Students will be expected to make an end-of-the-semester oral presentation based on the book. (RL9-
10.1-RL9-10.10)

Methods of Assessment: Students will be assessed in a variety of ways. Each assignment will have a point value attached to
it; final grades as published in the student handbook. Assessments include vocab work, essays, in class writing, minor
quizzes, tests, SAT grammar / rhetoric prep, classroom discussion, speeches, choice book assignments, and projects.

Course Requirements:
You will need a folder and notebook for this class only.
Always bring the current text we are reading, a writing utensil, (pen, preferably) your binder, your computer,
folder and notebook to class.
Daily work will be in the format of specific writings, skill work, etc. Daily work might also include responding to
movies, interviews, guest speakers, etc. Daily work will be worth 5-35 points.
Essays and projects (the majority of your grade) will be written based upon specific rubrics.
If a student wishes to re-write an essay, the student will have the opportunity to re-write the essay (in accordance
with the re-take policy.) In order to be considered for a re-write, the student must make an appointment with me
so that we can review the essay. After review of the essay, the student must re-write the essay and turn it in with
the original copy attached as well. Students may have to include a written explanation of needed revisions.
Projects will involve writing projects, group projects, and individual projects. These are generally worth 60-100
summative points. They may be worth more or less, depending on the project. During times of in-class writing
and research, student progress will be graded. If you produced several pages of quality writing or ideas, you will
earn the most points possible. If you produced only a few words and had no ideas, the opposite will occur.
Due to the variety of perspectives that this class will offer, students will be expected to participate in classroom
discussion. This can include making pertinent comments, asking good questions, or bringing new insight into the
issues that we're exploring.
Technology will be used in a variety of ways throughout this year including discussion boards, class information,
documents, assignments, and more.

Cheating or plagiarism is academic misconduct. Therefore, a zero will be given for that assignment and the student will be
written up. If it occurs on a major piece of writing, consequences will be handled differently. Specifically, the student(s) will
be required to make up the assignment and turn it in. They will then lose 40% of that grade. A write-up may also occur.

GRADING PHILOSOPHY as found in the Student/Parent Handbook for Richmond Community Schools

All Richmond Community Public Schools grading and reporting will support the learning process and encourage
student success. Grades measure a students mastery of the course content expectations.

Purposes for Grading Students Work:

Primary Purpose
Communicate achievement to students, parents, and others
Secondary Purposes
 Provide information that students can use for self-evaluation and growth
Encourage student growth and progress in learning
Identify students for available educational opportunities (e.g., AP courses)
Evaluate the effectiveness of curricular, instructional, assessment practices, and programs

Homework:
The purpose of homework is to provide students with an opportunity to practice those skills and concepts that have
been taught in class. All homework assignments should meet the following criteria:
Have a clear academic purpose
Be appropriate to the age and skill level of the student
Instill a sense of competence
For grading purposes, homework should not:
Be used for new learning
Require help to complete
Be assigned as a punishment

Assessment Categories:
SUMMATIVE assessments demonstrate the students knowledge of a subject after instruction. Summative
assessments include tests, projects, products, and demonstrations.
FORMATIVE assessments demonstrate the students progress in mastering content during the course of
instruction. Formative assessments include homework, daily work, quizzes, and inquiry activities.
These guidelines emphasize summative assessments. The final grade is determined by at least 80% summative and at most
20% formative.

Summative Assessment Retakes:

Summative assessment retakes are available to all students, with the exception of AP classes, based on the following
principles and process:

1. Number of retakes: The sliding scale below would be used to balance student responsibility and mastery learning
concepts. The percentage listed below is the percent of summative exams the student may retake in each
course.

Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12

1st Quarter: 100% 100% 100% 100% 50%

2nd Quarter: 100% 75% 75% 50% 50%

3rd Quarter: 100% 75% 50% 50% 50%

4th Quarter: 100% 75% 50% 50% 50%

2. The higher score is the only score of record

3. Students must follow the retake process:

a. A written request by the student including an explanation for requesting the retake.

b. The students demonstration of effort to attain mastery learning which includes test corrections and caught-up
homework.

i. Caught-up homework is defined as turning in at least 80% of formative assignments by their original due
date and having all assignments turned in in before the summative assessment.

ii. Formative assignments will still be accepted for a grade up to the date of the summative assessment, but
will not be considered part of the 80% if turned in after their original due date.

iii. Effort must be made on ALL formative assessments. Turning in incomplete work does not demonstrate
an effort to attain mastery learning. If work is turned in uncompleted it will not count towards the 80% of formative
assignments turned in by their original due date and will have to be completed before the summative assessment to
be eligible for a retake.

c. The teachers approval for retake following steps a. and b.

d. The students arranging with the teacher for the retake.

e. Completion of the retake within a reasonable time (teacher discretion) frame, e.g., within1.5 weeks of the original
summative assessment.
LATE WORK, MISSING ASSIGNMENTS, AND ZEROS:

FORMATIVE ASSESSMENTS: Assignments are due when I ask for them. I give plenty of notice before an
assignments due date; of course, emergencies do happen, so if you send me an email or talk with me before
school (not right at the start of class), then extensions can be granted. If you do turn in an assignment late, it will
only receive half-credit unless valid reasoning is given.
SUMMATIVE ASSESSMENTS: Late summative assessments can be marked down, but as per the test retake
policy some points lost can be made up. All summative assessments must be taken and all summative assessments
must show reasonable effort. Please refer to the student handbook in regards to a summative assessment receiving a
score of 0%.

ATTENDANCE:
Absences Students are allowed 7 absences (Excused or Unexcused) per semester. If a student exceeds 7 absences,
they can still earn credit and a grade by meeting the following requirementsmust pass the final exam (60% or
higher) AND receive a 75% in class.
Tardies When a student arrives to class after the bell, but before six (6) minutes have passed, they are considered tardy.
After 6 minutes they are considered absent. Students with excessive tardies will be subject to the following discipline:
1st tardy per semester = teacher warning
2nd-3rd tardy per semester = per teacher classroom policy (teacher warning and/or detention)
4th-5th tardy per semester = Saturday School
6th or more tardy per semester = Out of School Suspension

Higher Expectations = More Success

What You Can Expect From Me

I will always bring excitement and passion for learning to the classroom.
I will always try to remain upbeat and positive.
I will learn students names within a reasonable time; the goal is one week.
I will be readily available to help students and will do so positively.
I will be fair.
I will regularly maintain my teacher website. (i.e. Blackboard)
I will maintain a safe and accepting learning environment for all students.

Student Expectations
Students are expected to RESPECT other students, the teacher, and themselves.
(Distractive behavior, unkind words (even said in jest), and inappropriate actions will not be tolerated in this
classroom.)
Students are expected to do their best while taking pride in the task at hand.
Students are expected to work diligently during all kinds of class work.
Students are expected to bring books, computers, planners, pens, & paper to class every day, along with any extra
supplies Mrs. Martin asked for the previous day. (i.e. highlighter, colored pencils, etc, These will not be expected without
prior warning.)
Students are expected to enter class wanting to learn something every day; this means that
students are required to participate in class through asking questions and making
quality and pertinent comments.

Consequences
A student will receive a warning if his or her behavior disrupts learning, with the possibility of being
sent in the hall.
If the behavior continues, a parental contact will be made.
An extra warning will result in a meeting with the teacher and student together with the possibility
of a written referral.
Further misbehavior will result in a formal conference.

Procedures = Efficiency!
Book Covers!
Since these are newer books, students will be required to have their books covered within 2 days of the first class.
Random book cover checks will be done throughout the year in order to maintain the quality of the newly-purchased

books.

Please Bring These Materials to Class

Book, SSR book, Student Planner, pen/pencil (blue or black), a notebook, a binder for organization, and, most
importantly, YOU and a desire to learn. You will need a binder for THIS CLASS ONLY. Please make sure to keep
your binder stocked with paper!

Beginning of Class
Before the bell rings, please sit down and quietly be ready for the lessons introduction. Pencils must be sharpened
before class.
While I Am Speaking
You are not. I teach when there are no distractions. If you choose to make yourself a distraction youll be dealt with
accordingly.

While Others Are Speaking

You are not. Some people fear public speaking so speaking up in class can be a very uncomfortable (albeit brave)
act. People speak best when there are no distractions. Please be courteous and respectful!

Tardies
Please see above information.

Hall Passes
You will be allowed to have four passes for each marking period. You must have your own Student Handbook to
leave the classroom. Use your passes wisely. I will be keeping track of passes. No passes will be allowed when
there a sub in the room unless the situation is dire.

Trash
Please place in the trashcan. Despite popular belief, the floor and your desk shelves are not a trashcan.

No Food, No Drinks!
Your food and drinks will be taken away. Dont try to sneak them, Ill catch you. Bottled water is the only
exception.

No Gadgets!
iPads, smart phones, iGadgets = you dont learn. Dont bring them in. They will be taken away. You can listen to
music, take selfies, and snapchat about your new pencil in your free time. Your education requires the utmost attention,
discipline, and desire for learning.

********************************************************************************

Signing below indicates that you have read and understood the class syllabus.

Student Name (please print) ____________________________________

Student Signature__________________________ Date______________

Parent Signature __________________________________ Date _________________

Parental email address: ___________________________________________