Lausanne Collegiate School
1381 West Massey Road
Memphis, TN 38120
Course Description and Syllabus
Instructor: Kelly Susanne Geer, BA, MA, M. Ed.
Course: Grade Ten Honors English Literature
US 207
Email: kgeer@lausanneschool.com
Phone: (901) 474-1000
I.
Required Course Text and Materials:
HELP SESSIONS:
Tuesday
7:45-8:15am
Wednesday
3:30-4:00pm
Thursday
7:45-8:15am
Gothic Literature Series:
A Rose for Emily, Faulkner
The Tell-Tale Heart, Poe
The Black Cat, Poe
The Cask of Amontillado, Poe
The Minister’s Black Veil, Hawthorne
The Masque of the Red Death, Poe
Macbeth, Shakespeare
Paradise Lost, Milton
Frankenstein, Mary Shelley
Mont Blanc, Shelley
Brave New World, Huxley
A Doll’s House, Ibsen
How Much Land Does a Man Need, Tolstoy
The Playboy of the Western World, Synge
Native Son, Wright
Things Fall Part, Achebe
II.
Course Description
Students will complete this year studying novels, poems, plays, and stories. Students will also study
these given genres within their historical context. Students will be responsible for the reading and
discussion of ALL assigned material.
As part of the Grade Ten Honors English Literature requirement for course completion, students must
complete a portfolio at the end of this year. This portfolio should best represent the spirit and vigor of
their written work. These portfolios will have two main components: Language and Literature. The
portfolio will include 2 pieces from “Language” and 2 from “Literature” and the assignments are defined
below:
Literature
The Coursework folder must contain two pieces of the candidate's work, each approximately 600-800
words. The folder may include one piece related to an examination text (essay test). The work will be
expected to provide evidence of: knowledge of content, personal response, and awareness of use of
language, structure, and characterization.
The two pieces for the Coursework folder may be taken from different genres, such as prose, poetry, or
drama; in essence, a developed literary analysis. Possible assignments and stimulus texts are listed
below.
Response to Prose or Poetry (a poem, a short story or novel) Mont Blanc, A Rose for Emily,
Frankenstein
Response to Drama Macbeth or Playboy of the Western World…
Language
Students will complete multiple drafts of each piece, and must include the first draft of ONE of the
assignments. Drafts can be typed, but do not have to be neat (feel free to make personal notations on
your drafts). The first draft submitted should not be an outline, but a full attempt at the assignment.
Each portfolio assignment should be between 500-800 words.
1- Informative, Analytical, or Argumentative
Persuasive speech, formal essay, etc.
2- Imaginative, Descriptive, or Narrative
Memory, short story, etc.
In addition to the portfolio assignments described above, students will write two exams at the end of
grade 10. The Literature exam will test their knowledge of the three major texts studied during the
course The Playboy of the Western World, Native Son and William Shakespeare’s Macbeth.
The Language exam will ask students to respond to an unseen text and demonstrate their skills in close
reading, analysis, and effective concise writing of a personal response.
III.
Expectations and General Rules:
Your respect is the most important standard in my class. Always treat the teacher and peers
respectfully. I have zero tolerance for disrespect. Disrespectful behavior will be documented,
and will be a strong influence in your participation grade and overall citizenship grade for my
course.
Respectful behavior includes:




Be in class, on time and prepared
Do not bring electronic devices to class: no cell phones, ipods, etc…they will be taken
and turned into a school administrator
Remain in seats until dismissal unless granted permission
Absolutely no eating , drinking, or chewing gum in class



I.
Raise your hand to speak—do not speak over your peers even if they say something that
disturbs you; wait your turn. Everyone will be given appropriate time to express their
thoughts
No verbal put downs
Misuse of laptop will automatically translate into a loss of your laptop privileges. I will
take random and often checks of laptops. When asked to raise both hands, please do so
immediately, or you will lose your laptop privileges for the day. Please do not make
attempts to film class, record class, or disturb lesson by being off task. Again, repeated
misuse of a laptop will be documented and repeated offense will be brought to the
attention of an administrator
Coursework and Grading Procedures
Students will be graded according to four (4) categories. Each category is explained below:
Homework
Projects
Tests/Quizzes
Essays
25%
25%
25%
25%
Participation
All daily grades, class work, homework and online discussion participation will be factored into
the student’s grade. Students are expected to regularly participate in class discussions, whether
in-class or online; this participation will be evaluated on a regular basis and
comprises a large portion of the grade. Homework, Projects and Essays will require a strong
level of collective participation. Students will have a category in a more specific rubric that
evaluates level of participation and involvement.
 A note on homework: a good deal of the homework given in Grade Ten Honors English
will be reading assignments; students should NOT underestimate the importance of
completing ALL reading assignments. I expect earnest and respectful oral and written
participation at all times; which means, you come to class prepared, you have read the
assignment, and you are prepared to discuss and engage in class activities.
Quizzes
Students will take regularly scheduled quizzes to assess basic comprehension of facts and
information, most often based on class reading assignments and all mediums of class discussion
and reflection. All quizzes will be announced in advance. There will be no surprise assessments
of any kind.
Major Assessments
Major Assessments will consist of assignments such as blog/multimedia related projects,
presentations, essay-style writing assignments, portfolios, and technology based projects. For
each major assessment, students will be given a detailed grading rubric.
The grading scale is as follows:
A = 90-100
B = 80-89
C = 70-79
D = 65-69
F = below 65
 As is consistent in the tenth grade division, all students are expected to honor due
dates for major projects and essays. Students will receive 10 percent off their grade for
each day they’re late. After a 5 day late period, students will receive no higher than a
50% on their assignment.
Mercy Points
Each quarter, students will automatically be given 3 mercy points worth 5 points each. Students
are free to use a mercy point in exchange for a bathroom pass. Students can only be granted a
bathroom pass if they have mercy points to give. It is important for students to remember to use
these mercy points wisely. If they use all their mercy points at the beginning of the quarter then
they will be in a vulnerable position for the rest of the quarter. If you choose to KEEP your mercy
points, then your total saved mercy points will be integrated into your final overall average for
the quarter. For example, you used one mercy point for the quarter, and that means you have
two left, which are worth 5 points each, then you have ten total points that will be averaged into
your final grade for the quarter.
II.
Make-Up Work and Late Work
When a student misses class due to an excused or unexcused absence, it is his or her
responsibility to see the instructor for make-up work. I will be creating a web site for this
course and all assignments, discussion questions, tests, quizzes, projects and due dates will be
posted. Parents and students will have access to this account and will be able to see the work
they have missed. It is important that students also come see me to discuss revised due dates
for EXCUSED absences only.
The Tenth Grade Homework Policy is that, unless the student has an excused absence, all work
is due to be handed in on the original due date. Students may turn in late work up to one week
beyond the due date for half-credit; no credit is given beyond one week.
III.
Plagiarism
Plagiarism is not tolerated under any circumstances; turnitin.com will be a medium in which
plagiarism is monitored. We will discuss the submission of major written assignments when the
appropriate time arises.
IV.
Extra Help/Help Session
I am always available to support and help students. While I will offer extra help whenever I
identify a need, it is ultimately the students’ responsibility to seek me out when they need
assistance. I have posted my help session availability on this syllabus and on my course website;
it may change from time to time, but should remain consistent for the course of the school year.
Students may also make arrangements to meet with me before or after school, provided
arrangement is made in advance.
V.
Supplies
In Class: A folder that is organized and contains all assigned reading for the course, literature
notebook (at least 100 sheets), two folders to contain and organize your work, and pencils or
erasable pens.
Teacher is not responsible for supplying paper and pencil. Failure to bring appropriate
supplies could compromise your grade.
Term 1
August 17 through 20 (Monday, August 16, meet the parents):
Narrative Letters of Introduction
Syllabus/Summer Reading/Supplies/Questions
“Landscape with the Fall of Icarus” (Students will receive a copy of this painting and list what they see, how it is presented and
why they think the artist made that decision; this assignment parallels the process for literary analysis.)
Rhetorical Triangle (The role of Logos, Ethos, and Pathos in literature)
Three Types of Questions Readers can ask of Literature (Bloom’s Taxonomy)
Levels of Questions: Literal, Inferential, and Evaluative/Practice: ”The Chaser”
August 23 through 27:
Jane Schaffer, Teaching the Multi-Paragraph Essay (Sample Wordsworth Paragraph and “Blackberry-Picking” Analytical
Essays.)
Hierarchy of Writing Concerns (Higher-Order Concerns and Lower-Order Concerns)
Summer Assignment Due
Student-Centered Discussion Technique: Inner-Outer Circle (practice technique with summer reading.)
Teacher directed presentation: The Elements of Gothic Literature
Introduction to Reading Journals/Blog Project and designated blog groups (In the course of the year, all students will be
required to extend their literary discussions outside the classroom through a developed and sustained blogging practice.
Students will be assigned two clear writing prompts and/or questions per week, and they will independently and creatively
engage in active development with weekly blog questions and prompts. Students will receive an independent grade for their
blog project, and a clear rubric will be given at the beginning of the year.
August 30 through September 3:
Four Basic Positions of Point of View
“Point of View,” Perrine, 227-233
In-class reading: A Rose for Emily, Faulkner;
The Tell-Tale Heart, Poe; and, The Black Cat, Poe
Student-Centered Discussion Technique: Inner-Outer Circle
Gothic Literature: short-stories for the week
Writing Workshop, Essay #1: Literary Analysis (Students will choose one literary technique –point of view, plot, irony, or
characterization—and one Gothic Literature short story to explain how that technique contributes to a theme of the short
story.)
September 7 through September 10 (Monday, September 6, labor day):
Annotating Texts and the role of annotation in your analysis
A closer look at character
In-class reading: The Cask of Amontillado, Poe;
The Minister’s Black Veil, Hawthorne; and,
The Masque of the Red Death, Poe
Student-Centered Discussion Technique: Inner-Outer Circle
Gothic Literature: short-stories for the week
Teacher-Student Conferencing (Essay #1/Blog Projects)
September 13 through 17:
Teacher Directed Presentation: Writing a Literary Analysis
Activity: Message/Speaker/Audience/Tone/Purpose/Method (Students connect characters in literature. They will choose a
character from one of the Gothic Literature short stories and a character from another of the Gothic Literature short stories.)
Assigned: Gothic Literature Film Project
Teacher-Student Conferencing (Blog Project)
September 20 through 23 (Friday, September 24, parent teacher conferences):
Theme: hand-out, p. 77
Workshop: collaboration for Gothic Film Project
Introduction to Native Son (Background: Richard Wright and the historical context)
Reading Schedule Assigned for Native Son
Teacher-Student Conferencing (Blog Projects)
September 27 through October 1:
3 Levels of Questions: practice with “The Whipping,” Robert Hayden; analysis
Student-Centered Discussion Technique: Inner-Outer Circle
Native Son: Book One; discussion
Workshop: collaboration for Gothic Film Project
Teacher-Student Conferencing (Blog Presentations)
October 4 through October 5 (October 6-10, Fall Break):
Is Style Meaning? (Prose Analysis of Excerpts from Douglass, Churchill, and Ephron.)
Reflection and Feedback
October 11 through October 15 (Quarter 1 Ends!):
Writing Workshop: figurative language, tone, characterization, vocabulary
Teacher Directed Presentation: Character in Fiction
Discussion: Composite Characters; Is Bigger a Composite Character and Why?
In-class Essay #1 (Passage Analysis of a selection from Book One of Native Son)
Blog Presentations (Students present designated blog prompts/questions to their peers, and discuss their conclusions.)
Teacher-Student conferencing (Blog Projects)
*Each writing workshop will include a specific focus and topics selected from the reading of student papers. Follow-up exercises
include essay revision, correction of mechanical errors, student assessments, and/or exercises based on specific areas for
improvement. Writing workshops will also include peer and self-evaluation, and revision.
**Essay 1 will be included on the second quarter’s grades.
***Blog Projects will be due during teacher-student conferences EVERY Friday!
****All Essays will be due the Monday following Teacher-Student conferencing!