English 10 Honors
2012-2013
Miss Olis
holis@lcps.org
Course Description: as stated in the LCPS curriculum guide, “while honors courses focus on the same content
and skills as academic courses, honors courses are distinguished by a more rigorous study of literature. They move at an
accelerated pace, cover a greater breadth and depth of textual study, and require more independent work. They also are
designed to prepare students to take Advanced Placement English in their senior year. Accordingly, they emphasize the
ability to synthesize information from a variety of sources as they read and write. The honors level portfolio that
students work to compile throughout the year mimics the rigor of a college course. Students taking honors level courses
receive an extra GPA weighting of 0.5.”
Writing:
Throughout the course a variety of in-class and out-of-class writings will be assigned. Most essays will be
assigned with an evaluation standard focusing on four core areas of writing: content, organization, style,
and mechanics. Students will be required to write using a variety of modes, with a particular emphasis on
expository writing. Timed writings will be completed regularly in preparation for future needs concerning
on-demand writing. Consistent appropriate punctuation usage and mature sentence constructions are
expectations for all writing assignments. As students progress in developing a unique writing voice, they
will strive to independently evaluate the use of diction and syntax as it applies to their own writing style.
Literature:
This course will present a thematic survey of British literature. Discussions of the literature will address
historical context and author’s purpose and perspective as reflected through style.
[Tentative List of Novels and Plays]
Macbeth – Shakespeare
Animal Farm – Orwell
Lord of the Flies – Golding
Brave New World – Huxley
Frankenstein – Shelley
1984 – Orwell
Everyman
The Importance of Being Earnest – Wilde
Novels will be assigned in pre-determined increments, with the expectation that students read outside of
the classroom and come to class prepared to question, discuss, and analyze the text assigned. Theme,
figurative language, tone, characterization, and author purpose and style will be considered with the study
of each piece of literature. In order to be successful in this course, students must keep up with the
accelerated pace of reading assignments and come to class prepared to discuss any reading and offer their
interpretation of it with their peers. Reactive reading, including annotating and questioning, will be
encouraged, as readers strive to make inferences, complete analyses, and discover deeper meanings.
[In order to promote reactive reading, it is recommended that students consider purchasing personal
copies of all class-assigned novels to allow for direct text annotating and highlighting.]
Grammar:
Grammar will be addressed as needed throughout the course. Grammar rules will be reinforced through
writing activities specifically addressing areas of weakness. Consistent appropriate punctuation usage and
mature sentence constructions will be an expectation for all writing assignments. Over the course of the
year, specific emphasis will be placed on colon/semicolon usage, modifier placement, parallel
construction, and active voice.
Vocabulary:
Vocabulary will be studied in the context of a given piece of literature; context and connotation will be
discussed, with particular focus on author’s purpose and style as reflected in diction.
Class Participation: In addition to keeping up with readings and completing assignments outside of class,
students are expected to be full participants in class. This includes, but is not limited to, collaborative
activities, reading and writing workshops, and class discussions/Socratic seminars.
Grading:
Students will be evaluated on the following: class work and quizzes, journals and other writings, projects
and presentations, formal essays, class seminars and literature circles. Grades will be based on a point
system (points earned divided by points possible). Nothing is explicitly weighted as a certain percentage of
your grade; however, the weight will be implied by the point value assigned.
It is essential that students stay up-to-date with assignments. Work that is not completed in accordance
within the timeline of the teacher’s request will inevitably negatively impact a student’s grade. It is the
student’s responsibility to complete make-up work or schedule a make-up test/quiz in the event of an
absence. Students should check the class webpage regularly, especially in the event of an absence. Daily
assignments may be retrieved from the school web page under the teacher-specific calendar. Project handouts, reference materials, and extra practice sheets are also available on the school-sponsored teacher web
page.
Honors Assessment Portfolio:
Loudoun County Public Schools is currently in the process of revising the high school Honors English
curriculum. Beginning this school year, specific habits of mind, core units and a portfolio assessment will
be part of the curriculum. This year instead of responding to a prompt in a timed writing setting, students
will be gathering their writings throughout the year in order to create two portfolio assessments that will
serve as their Honors Assessment.
1. A reflection on their progress as writers, completed at the end of the third quarter, which will
count for 25% of the final exam grade.
2. A reflection on a larger question, written at the end of the year, which will count for 25% of the
final exam grade.
The first portfolio assessment will be a culmination of students’ writings through the first three quarters.
The first portfolio will have the students gather at least three of these writings that indicate an individual
student’s progress as a writer. Students will then write a reflection on this progress for the purpose of
recognizing their progress over the course of the year and providing them with an opportunity to
synthesize documents into one larger reflective essay. The second portfolio assessment will be a
culmination of an individual inquiry project that each individual student is working to complete
throughout the year. More specific guidelines on the Honors Assessment Portfolio will be provided in
class and will be available online as well.
Recommended Materials:
Pen/Pencil (No colored inks other than blue and black, please!)
Notebook with folder/ Loose-leaf three-ring binder
High-lighters
Sticky notes
Plagiarism/Honor Code:
Plagiarism is using, stealing, borrowing, or passing-off the ideas or words of another as one’s own. An
honor code is in effect throughout the course of this year. Anyone caught cheating or plagiarizing will be
penalized according to school policy.