WLHS English 10 Syllabus
Course Overview
The English 10 curriculum is intended to give the student a background in the most prominent archetypes and
allusions in Western Civilization. This is the cultural literacy of your high school education. We will focus on universal
themes in literature such as the hero’s journey, rites of passage, loss of innocence, the basic nature of humanity, the nature of
justice, dreams/goals, forgiveness, and the search for wisdom in a sometimes confusing world. Major works may include
Gilgamesh, Beowulf, the Bible (as/in literature), Greek mythology, the King Arthur Legend, Of Mice and Men, The Bean
Trees, A Separate Peace, a Shakespeare play, Antigone, 12 Angry Men, Persepolis, Raisin in the Sun, Peace Like a River,
Yellow Raft in Blue Water, Grand Opening, Something Wicked This Way Comes, along with supplemental short stories,
poems, and film.
Major Units and Themes
Essential questions guiding the major units and themes:
What experiences are universal and what aren’t?
What responsibility do I have to other human beings?
What are the costs and benefits of losing innocence?
What does it mean to be heroic?
What responsibility do I have for addressing injustice?
What is injustice and how do we identify it?
How do people justify the use/misuse of power?
Topics and themes for the year:
Archetypes and Allusions (from sources informing Western Civilization and Culture)
Rite of Passage/Loss of Innocence
Brother’s Keeper
Cycle of Redemption
The Hero’s Journey
The Nature of Justice
Judicial and Moral Codes
Navigating the Gray
Forgiveness
Search for Wisdom in a Sometimes Confusing World
Learning Goals and Objectives
The English 10 course addresses the Anchor Standards from the Common Core State Standards in reading, writing,
language and speaking/listening. Students completing English 10 will be able to:
Demonstrate an ability to understand the development of values in Western Culture, especially from Greco-Roman
and Judeo-Christian sources.
Demonstrate an ability to use the study of literature to discuss ethical decision-making.
Demonstrate an ability to analyze a literary work and the ability to synthesize aspects of several works, making
connections regarding theme, style, and/or structure.
Produce several pieces of writing (narrative, imaginative and expository).
Demonstrate proficiency in Standard English prose (punctuation, spelling, syntax, usage) and with organizational
structures.
Demonstrate an ability to use a variety of writing styles to polish that style and strengthen voice.
Logically support an interpretation of literature with documented references from the literary work.
Demonstrate an ability to recognize fundamental symbols and archetypes in literature.
Demonstrate an ability to understand how allusions add and broaden meaning in text.
Demonstrate the power of language to persuade.
Sample Formative Assessments Used in Course
Journaling
Exit or entrance questions
Class/small group discussion
Informal student presentations
In class activities/exercises
Level (Eng 10) reading and writing assessments
Grading Policies/Communication
Remember, the gradebook is a record of scores on individual assignments and reflects both completion and
academic performance. Students and parents have access to grades electronically and should check periodically for updates.
Every teacher will update grades electronically bi-monthly.
Teacher Contact Information
Teachers are available before and after school to help students. For further contact information, please see WLHS
Website http://www.wlhs.wlwv.k12.or.us/site/Default.aspx?PageID=3228 under staff directory for email, phone, and website
information.
Attendance and Behavior Expectations (tardy, cell-phone, late work, extra credit policies)
Students are expected to be to class on time, prepared to work (having done home work, with necessary supplies),
and to be focused on the matter at hand during class; this requires a student not to be on a cell phone or using any other
media to detract from that focus. Students are expected to respect one another in language and deed in class; they are also
expected to respect themselves through academic integrity in all work. Since there is very little “busy work” in English 10, all
work should be completed on time so that we can have discussion and/or engage in activities in class based on this work. If
a student is absent he/she will have an appropriate amount of time to make up missed work (if it is a long-term assignment,
for instance, a one-day absence will not impact due dates; if student is out for a number of days, he/she and teacher will
negotiate an appropriate due date). Otherwise, late work will receive a substantial deduction in points and a student may be
asked to do an alternative assignment that will apply to current work in the class rather than completing work after it is timely
and applicable. In all cases, if a student needs to make up a test or quiz because of an excused absence on a test/quiz day,
that test/quiz will not be the same as the original (in order to maintain academic integrity). Each semester there will be one
opportunity for substantive extra credit with plenty of notice for students wanting to boost a grade.
Supplies
3 Ring Binder
Planner
Loose-leaf paper
Writing utensil
Current Text (issued by teacher)