English III CP
Course Syllabus
Mrs. Tenry- shaundatenry@anderson5.net
Welcome to English III CP! By the end of this literature and composition survey course, you should be able to
do the following:
 Analyze literary works and discuss them in an intelligent way
 Identify literary devices and use them effectively in your own writing
 Use the writing process to communicate ideas effectively about literature and life
 Research a topic, use MLA documentation, and create a product that synthesizes what you learned
 Work effectively within groups and make creative and effective oral presentations individually and with
a team
 Have an awareness of the forces that shape the worldviews of authors, others, and yourself, and
compare and contrast the differences in your and others’/authors’ worldviews intelligently and
respectfully
This course is a CP course. The goal is to prepare you not only for college but also for life. A successful college-bound
student:
 possesses time to devote to assignments
“Anything that
 reads and thinks about text (does not rely on Spark Notes to think for him/her)
 accepts and learns from constructive criticism
ultimately was
 shares opinions with an open mind and can learn from others
worthwhile,
 learns for the sake of gaining knowledge—not just obtaining grades
initially scared
 is conscientious and thoroughly completes assignments on time
 accepts responsibility and refrains from excuses
me to death”
 recognizes that an A is for outstanding work and does not come easily.
SUPPLIES NEEDED FOR CLASS
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3-ring binder (at least 2 inches)
2 spiral notebooks- wide ruled
Paper-Pens-Pencils-Highlighters
Post-its
5 tab dividers
A physical or digital book to read at
all times
 Chromebook every day unless
posted
 Textbook when notified
Poster board, markers, white-out, etc.
may be used throughout the course.
Novels will be purchased as needed.
GRADING
Consistency, responsibility, organization,
and simply doing your work are the keys
to doing well in this class.
Tests: 30%
Quizzes: 20%
Publications: 25%
Homework: 5%
Writer’s Notebook: 10%
Daily/Bellringer: 10%
* Any student discovered cheating will
receive a grade of zero on that
assignment.
*Plagiarism, intentional or unintentional,
will NOT be tolerated. If a student
plagiarizes, he/she will receive no credit
for the assignment.
--Betty Bender
MATERIALS NEEDED EACH DAY
HOMEWORK & PARTICIPATION
Each day you will need a pen or pencil,
a 3-ring binder with loose-leaf paper, a
book to read, and Chromebook. All
information in the binder should be
neatly organized and available upon
request. The following will be the
sections of the notebook: Bellringers,
Grammar, Literature, Homework, and
Vocabulary. All should be organized by
date.
You will be given homework on
a regular basis. There will be
reading homework quite often. I
also encourage you to study
notes from class on a nightly
and/or weekly basis. During class
time, I expect students to
participate by being prepared
and adding to the discussions and
activities. **I also expect you to
ask for extra help if/when you
need it!
ABSENCES
When you must be absent from my class, IT
IS YOUR RESPONSIBILITY to find out what
you missed. I keep a ‘while you were out’
board at the front of the room. If you miss
class and have an assignment due, you must
turn it in the day that you return with your
excuse. Missing class the day before a quiz
is not an excuse not to take the quiz.
Missed tests must be made up either before
school or during PowerHour within one
week of your absence. Work missed as a
result of skipping my class or without a
valid absence excuse will be given a grade
of zero.
LATE WORK
Late work is defined as any
assignment turned in after a due
date. Work that is late will lose 10
points for each day that it is late.
After 3 days, you earn a zero for that
assignment. Some work will not be
accepted late—Homework is not
accepted late if you were here for
the class period in which it was to be
done. Weekends count as “one”
day.
**TELL ME ASAP if there is something
CRAZY going on in your life and you
need extra help to catch up or keep
up! I will make accommodations if
you have a serious concern.
CLASSROOM RULES
I have two main rules:
1. Respect- I believe that respect is
something that all people deserve. I take
respect seriously, and I expect you to
have respect for everyone in this class.
This means, among other things, not
using language that is demeaning or
insulting towards others.
2. Responsibility- You are as responsible
for your education as I am. In order for
you to be successful in this class, you
must take an active role in your
education. What you get out of this class
will be directly determined by what you
put into it. Therefore, you are expected
to do all assignments, participate in class,
bring materials and a positive attitude
every day. If you are not able to do this,
you may be removed from class and/or
your parents may be called.
Parents are also called any time your
grade drops below ‘D’ on interims or
report cards, and possibly more often
than that if needed.
ATTENDANCE POLICY
ZERO credit will be given for a class if you
have more than five absences, even if you
have a passing grade. Only absences
caused by illness, family member’s illness or
death, and/or doctor’s appointments are
excused. Excuses must be turned in within
ten days after you return to school.
Your parents will be called after if you
reach three absences in this class.
RESTROOM PASSES
Students will be given three
restroom/locker passes. You will
have to use these to go to the
restroom during class or to your
lockers if you do not have your
materials for class. Once the passes
are used, you are given lunch
detention if you come to class
without your materials, or if you
want to go to the restroom (unless,
of course, there are extenuating
circumstances). An unused pass may
be turned in for extra credit at the
end of the grading period. You are
discouraged from using these passes
unless it’s an emergency, because
when you are out of class, you miss
instruction. You are responsible for
what you miss when out of the
classroom.
CONTACT INFO:
Mrs. Tenry: 260-5110 ext. 85035
Email: shaundatenry@anderson5.net
SUPPLY WISH LIST
We will use a lot of supplies throughout the year! I buy many of my own supplies. If you are in a
position to donate any of the following to the class, it would be greatly appreciated. Simply bring
them to my room at any time .
 Kleenex and wipes
 Hand sanitizer, band aids
 Post-its, printer paper, chart paper, notebook paper, and/or construction paper
 Old magazines
 Pencils, pens, dry erase markers, glue sticks
PROCEDURES
PROCEDURES
In this classroom, there is a procedure for everything. A procedure is different from a rule because a
procedure is simply “how we do things in here.” With procedures, time will not be wasted and you
will know what I expect.
1. Entering the classroom—Immediately find your assigned seat and begin working on the bellringer assignment. If you are still up and moving around the classroom when the bell rings,
you will be counted tardy.
2. Exiting the classroom—If I do not announce when you are to pack up your materials, please
assume that you are to wait for the bell to ring. When the bell rings, IF I am still talking, you
must wait for me to dismiss you. Never line up at the door.
3. Sharpening your pencil, blowing your nose, throwing away trash, etc.—Please refrain from
doing these things when I am giving whole class instruction or when we are having a
whole-class conversation.
4. Getting your attention—If the room is very noisy, we have a bell that we will ring. When
you hear the bell, please be quiet within five (5) seconds and turn towards me. You or your
class may be held after the bell if you cannot do so.
5. Completing work early—Turn your paper over and begin reading silently or working on your
3-5 pages. If we are using Chromebooks, you may read online articles, but not play games.
Only work on English/reading/writing while in class. You should always have something to
read in class.
6. Asking a question—Please raise your hand until I recognize you. If I am lecturing or giving
instructions, I may ask you to wait until I am finished. This procedure does not require
talking.
7. Food and drinks—These are not allowed in the room. Medical exceptions (with
documentation) can be made.
8. Tutoring—Power Hour is available every Monday and Thursday from 3:50-4:50.
9. Homework or Extra Help—If you have a problem with your homework, it is much easier
for me to work with you if I have been told before class and if you have at least attempted it.
I also encourage you to send me an email before class begins the next day or come see me
before school. I am on duty every morning at the front of the school. This shows greater
responsibility on your part.
10. Cell phones—Cell phones are not permitted in class and the district policy will be followed
at all times.
11. Textbooks/Chromebooks—Unless I notify you otherwise, plan to have your charged
Chromebook and textbook every day. 3 times without your Chromebook or textbook per
SEMESTER=referral. Uncharged/unusable Chromebook counts towards referrals.
12. Maintaining your Writer’s Notebook—You will keep a Writer’s Notebook, where you will be
expected to write 3-5 pages every two weeks. These will be turned in every other Friday.
Abstracts: The Crucible and The Great Gatsby are required for all students. The other works may become part of
challenge projects that are optional for students. If your child decides to do any of the challenge projects, your
child should get your approval to read the work(s) associated with those projects. Your signature on the
following page indicates that you grant your approval for your child to read any/all of the works on this list.
The Crucible by Arthur Miller
This play, considered to be one of Miller’s best, is an historical allegory for the McCarthy period.
Although not totally historically accurate, Miller shows that the mere accusation of wrongdoing can
wreak havoc in society. The play begins with a group of teen-age girls caught practicing witchcraft in
the woods. In order to save their own lives, the girls begin to falsely accuse others in the society of
practicing witchcraft. Film critic James Beradinelli comments on its rich themes, “Indeed, its fertile
themes – the lure of power, the gullibility of those who believe they have a moral imperative, the
need to accept responsibility for the consequences of all actions, and the nature of truth – are universal
in scope. Events such as those depicted in The Crucible have recurred with alarming predictability
throughout human history.” The play contains sexual imagery and a reference to the adulterous
relationship between Abigail Williams and John Proctor.
The Great Gatsby by F. Scott Fitzgerald
This novel is one of the greatest works set in the Roaring Twenties. It catalogues a new generation
who quickly becomes a lost generation. One Fitzgerald scholar says: “It is a wonderful work which
displays the penalties of greed, lust, and wealth as well as gives a beautifully accurate depiction of
society during a particular era.” Through this novel, Fitzgerald examines the theme of the
disillusionment of the American dream. The strength of the novel lies in its symbolic language and
intricate plot revolving around the love triangle of Daisy, Tom, and Gatsby.
Of Mice and Men by John Steinbeck
In 1937 Steinbeck achieved his first literary success with this poignant novel that deals with the plight of
two migrant workers in California during the Great Depression. George is a realist who must care for
the simplistic and child-like Lennie as they travel from ranch to ranch. Racially offensive language and
profanity are used to show the characters’ ignorance and prejudice. The novel’s simple language, plot,
and imagery are deceptive. Maturity is needed to understand the life-and-death choices faced by the
characters as well as the themes of the American dream, the true nature of friendship, and the dangers
of isolating people in society because of their differences.
A Raisin in the Sun by Lorraine Hansberry
This play is primarily about housing discrimination in the 1950’s shown through the family of the
Youngers inspired by Hansberry’s personal life and the Langston Hughes’s poem, “A Dream Deferred.”
The Youngers live in an overcrowded apartment in Chicago and constantly bicker over how to spend
their newfound wealth, an insurance check from the death of the elder Mr. Younger. Hansberry
presents themes of hope and idealism in contrast with themes of despair and fear. David Cooper of
Michigan State University says, “It is a play about distress, futility, and tragedy, but also about hope
and pride and that kind of conviction and commitment it takes to bring hope out of hopelessness,
courage out of fear, and idealism out of fatalism.” This play inspires meaningful discussion about
racism and civil rights, and it contains some racially offensive language.
Please read the following information, sign where appropriate, and return on Wednesday, August 19.
Dear Student:
Please read the above syllabus and course information in order that you may be fully aware of
the requirements for this class and your responsibility with regard to participation in class. This
syllabus is a contract between you and me; therefore, I ask that you sign below in the space
indicated and return it to me by Wednesday, August 19, 2015. By signing it, you are indicating
that you have both read and understood your responsibilities with regards to this class.
Student Signature/date _____________________________/_____________
Dear Parents:
After reading the course syllabus, I am fully aware of the requirements of this class and I agree that
o I am aware of the course policies, rules, and procedures and will uphold the teacher’s decisions
that are governed by these.
o I will support my child by asking about grades, progress, assignments, homework, and by
stressing the importance of doing well in class. I will communicate proactively with the teacher
should I have any concerns.
o I realize my child will be held accountable for all deadlines and grades and I understand the late
work/make-up work policies.
o I approve of my child reading the major required works for this class and any of the optional
works he/she chooses (abstracts attached to syllabus).
o I will attempt to stay fully informed by reviewing progress reports and contacting the teacher if
I have any questions or concerns about my child’s behavior or grades in the class.
Parent/Guardian Signature/date _______________________________/____________
Dear Parents and Guardians,
My philosophy is that parents and teachers create a partnership that enables students to learn better. To help me
see your child through your eyes, please answer the following statements/questions and return to me by Friday,
August 21 (your child will receive a 100 just for bringing the work!).
1. What are the best traits/skills/attributes of your child?
____________________________________________________________________________________
____________________________________________________________________________________
2. What are the habits/challenges that hinder your child from being as academically and/or socially
successful as you would like?
____________________________________________________________________________________
____________________________________________________________________________________
3. What would you like to see your child do after high school and in life (career & personal goals)?
____________________________________________________________________________________
____________________________________________________________________________________
4. What are your child’s strengths concerning English?
____________________________________________________________________________________
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5. What are your child’s weaknesses concerning English?
____________________________________________________________________________________
____________________________________________________________________________________
6. Is there anything else that I need to know or that you would like to tell me that would help me
help your child be successful?
____________________________________________________________________________________
____________________________________________________________________________________
7. What is the best method for communicating with you?
Parent/Guardian #1 ___________________________ Relationship _______________________
Phone number(s) and time I can best reach you _______________________________________
Email address _____________________________________________________________________
Parent/Guardian #2 ___________________________ Relationship _______________________
Phone number(s) and time I can best reach you _______________________________________
Email address _____________________________________________________________________