Vista del Lago High School
Mr. Crean
English 10 & English 10 Honors
World and Multicultural Literature and Composition
Syllabus/Contract
Instructor: Patrick Crean
 B.A & M.A. (Literature)
Office Hours/Prep Period: 7:15-7:45am & 9:40-11:15am in H204
How to reach me: 916-924-2419 Ext. 410364
Email: pcrean@fcusd.org
Website: Please see link on Vista del Lago teacher webpage
Additional Resource Site: http://sites.google.com/site/mrcreannet/ (mrcrean.net)
Course Description and Goals: This course is designed to expand the social and cultural
awareness of the citizens of the 21st century. By expanding their literary horizons beyond their English
and American heritage to include the study of masterworks of world and multicultural literature,
students will come to a greater appreciation of and reverence for “foreign” stories and cultural
traditions, values, and attitudes, while at the same time identifying those elements which bind all
humans together.
Students will utilize critical reading and thinking skills, increase their knowledge of
vocabulary, develop creative and expository writing skills, and produce a research paper. HONORS:
The rate, depth, and complexity of material differ from that of English 10, in that, honors students will
read more novels and literary works, write more essays, and analyze with greater depth. As well,
honors students will be exposed to Advanced Placement content and strategies throughout the term to
better prepare them for the next two years.
Materials Needed: 2 or 3 inch 3-ring binder for English ONLY, 5 dividers, paper, pens/pencils,
sticky notes (Post-its), 1 subject spiral notebook—college ruled.
Grading Percentages:
Summative (major essays, tests & projects): 90%
Formative* (quizzes, response questions, miscellaneous assignments): 10%
*Formative assignments and assessments are designed for students to practice in order to build
understanding and confidence, they are low risk and therefore low in points (some will be worth
zero points). The expectation, however, is that all students will still complete formative
assignments in order to improve their skills and receive feedback before they participate in a
summative assessment.
Grading Scale: A 90-100%
B 80-89%
C 70-79% D 60-69% F 0-59%
Homework (formative): You will be required to do homework in this class. Expect at least three to five
assignments per week, roughly equating to 1-3 hours of work time. And yes, homework does include reading and
reviewing notes. You are expected to complete your homework on a regular and timely basis. Homework will
include assignments not completed in class, projects, assessments, reading etc. Some assignments will be worth
more than others. Note: Students will receive three late homework passes for the entire term. Use them wisely.
Late work (excused and unexcused absence): You have one day for each excused absence to
make up missed assignments for full credit. If it is an unexcused absence, you will receive only
partial credit unless you use a homework pass. If you are absent, check the agenda board (in class
and online) or ask one of your fellow classmates for the day’s assignment. Students out of school for
a prolonged period of time are required to contact me and request homework. All late work must be
submitted to the designated folder near the west entrance. Look for Judge Judy.
Re-Takes: At my discretion (usually based on time constraints), students may retake summative tests—
excluding midterms and finals. However, students must come in on the specified re-take day/s within the
specified time frame. I will announce those dates and times throughout the term. Please pay attention.
Essay Rewrites: Students may re-write summative essays one time (excluding midterms and finals) as long as
he/she has done the following:
1. Completed ALL formative assignments (for the current unit)
2. Meet with me personally to review the essay and determine a re-write deadline
3. Submit BOTH a digital copy (to turnitin.com) and hard copy of their revised essay with highlighted
(underlined and/or color highlighted) revisions. If the revisions are not highlighted, I will not re-score
the essay, and the student will keep the original score received.
Extra Credit: No extra credit will be given.
Attendance: Refer to student handbook for the policies on attendance. Remember that attendance is
essential to receive a satisfactory grade in this class. Tardiness will not be tolerated. If you are late to class,
please enter quietly, give me your tardy slip and take your seat. Habitual tardiness will not be tolerated.
However, if there is a pressing issue that is preventing you from getting to class on time, please let me know. If
you don’t, I will assume that everything is ok and you are not managing your time wisely.
Cheating & Plagiarism: The Vista del Lago High School Academic Honesty Policy will be enforced. All work
you present must be your own. Copying or paraphrasing another student’s work will be considered a violation of
this policy. When writing any assignments in which you have been required to (or have chosen to) consult
outside sources, be sure to properly give credit to the author(s) of your source(s) and include all the
bibliographical information so MLA format.
Citizenship: The citizenship grade is measured by your ability and willingness to follow the policies of this
class. As an English Department, we value courtesy, cooperation, and respect. The policies reflect this and the
standards conducive to an orderly, productive classroom environment. Therefore, the following will be used to
determine your citizenship grade: attendance and class contribution, following directions, obeying rules and
protocols, and attitude.
Conferences: Students will receive help in class whenever possible. Students may also meet with me during
Advisory or after school. Please check with me ahead of time to ensure my availability. Because students in high
school should be more responsible, it is important that they are the first to approach the teacher with any issue.
If, after a meeting with the teacher, the issue remains unresolved, parent involvement/conferencing is
appropriate. The best way to reach me is through district email.
Classroom Rules & Procedures
1. Learn from bell to bell. At the end of the period, remain in your seat until you are dismissed. Turn off
and put away (OUT OF SIGHT) all electronic devices (including headphones/earbuds), hats, and
sunglasses before you enter the classroom. Remove your backpack before the bell rings, and leave it off
until you are dismissed. He who packs up first shall be last to leave.
2. Respect the opinions, rights, and property of others. If you disagree, attack the idea, not the person.
Do your own work. Ask permission before using someone else's book, pen, notes, etc.
3. Follow discussion protocol. One speaker at a time. Listen. Refrain from arguing about procedures,
grades, and other administrative matters in class. Concerns and/or appeals should be discussed with me
privately before or after class or submitted in writing. If something is not working for you, let me know. I
am not done changing and growing as a teacher and human. Let’s discourse and come up with a
solution.
4. Never opt out. Keep your head off your desk and your eyes open. Be ready to answer questions. Take
notes. (board or overhead=paper. That means if I write it on the board, you should probably write it in
your notes.) And remember, English class is not the place to do homework for your next class.
5. Help preserve the classroom as a place for learning. Eating, drinking (except water), chewing gum,
and grooming (combing hair, putting on makeup or lotion, etc.) should be done outside of class.
Classroom Discipline Procedure
1.
2.
3.
4.
5.
Re-Direction
Verbal/Nonverbal Warning x 2
Possible removal from the classroom to discuss the matter and call home
Referral to site administrator and call home
Conference with parent or guardian and administrator
Calendar and Major Assignments/Units: Below is a list and brief description of the major units we will
cover this term. While I intend to cover everything, please understand that I may add or detract as I see fit—
based, of course, on the needs of the class and time frames.
English 10 Honors Pre-Unit: Summer Assignment/s
Goals: The purpose of this pre-unit is to assess honors students with their summer assignments
Major Text/s: Cry, the Beloved Country by Alan Paton & The Power of One by Bryce Courtenay
Formative Assessments: Critical Reading Journal, reading notes and annotations, close reading
(literal, inferential, evaluative)
Summative Assessments: Literary Terms Test, Response to Literature/Argumentative Essay
Duration: 2-3 weeks
English 10 Pre-Unit: Mythology (origin and creation stories)
Goals: The purpose of this unit is to expose students to varying (albeit, strikingly similar) origin myths
from around the world. Students will also learn of traditional archetypes and symbols of various
cultures.
Major Text/s: Various origin myths TBD and excerpts from Parallel Myths by J.F. Bierlein and The
Powers of Myth by Bill Moyers
Formative Assessments: Critical Reading Journal, Response questions, close reading (literal,
inferential, evaluative)
Summative Assessments: Students will construct their own (local) origin myth
Duration: 2 weeks
Unit 1: Coming of Age, Identity and Colliding Cultures
Goals: In this unit we will explore the different coming of age rituals observed around the world—while
paying particular attention to Rudolpho Anaya’s Chicano novel Bless, Me, Ultima. We will look closely
at the challenges and conflicts that individuals face as one transitions from a child to an adolescent or
from an adolescent to an adult.
Major Text/s: Bless Me, Ultima by Rudolfo Anaya and various short readings TBD.
Formative Assessments: Critical Reading Journal, Response journals, reading quizzes, Socratic
seminar, vocabulary and usage development, diction analysis
Summative Assessments: Response to Literature/Argumentative Essay and/or diction analysis
essay
Duration: 4 weeks
Unit 2: Family and Identity
Goals: In this unit we will investigate how family shapes one’s identity. We will explore different family
roles, and expectations within varying cultures.
Major Text/s: Things Fall Apart by Chinua Achebe and Purple Hibiscus by Chimamanda Ngozi
Adichie
Formative Assessments: Critical Reading Journal, reading quizzes, Socratic seminar, vocabulary
and usage development
Summative Assessments: Response to Literature Comparison or Style Essay (TBD)
Duration: 4 weeks
Midterms: March 3rd -4th
Unit 3: Gender and Identity
Goals: This unit will look specifically at gender roles around the world—both male and female. We will
discuss how these ideas are explored (and critiqued) through literature.
Major Text/s: A Thousand Splendid Suns by Khaled Hosseini and Persepolis by Marjane Satrapi
Formative Assessments: Critical Reading Journal, reading quizzes, Socratic seminar, vocabulary
and usage development
Summative Assessments: Response to Literature Comparison or Style Essay (TBD)
Duration: 4 weeks
Unit 4: Society and Identity
Goals: This unit finds us at the end of the course and heading into 11 th grade. The focus of this unit will
be on societal expectations and the pressures that come along with these expectations. As you are
heading into 11th grade (American Literature), we will analyze the identity of various American
multicultural perspectives.
Major Text/s: Their Eyes Are Watching God by Zora Neale Hurston and Woman Warrior by Maxine
Hong Kingston
Formative Assessments: Critical Reading Journal, reading quizzes, vocabulary and usage
development
Summative Assessments: Synthesis Research Podcast
Duration: 4 weeks
Term Finals: May 25th – 26th