English 10-1
Teacher:
Mrs. Nina Piper
610-847-5131, ext. 2345
npiper@palisadessd.org
Room: 115
2015-2016
Description of course
The objective of this course is to enable students to better understand what they read and to
provide them with the tools to express themselves in writing and speaking. Compositions will require
students to demonstrate both a mastery of usage and general writing mechanics and an understanding
of the subject matter. Students will understand the literary and cultural history of world literature as
evidenced in poetry, short stories, speeches, drama, and novels, as well as, interpret world literature
and relate it to their personal lives, write a quality composition of at least five paragraphs developed in
logical sequence, and demonstrate the ability to research the context of a piece of literature. Students
will be expected to take notes, to study and learn both the literary terms and the vocabulary found in
their assigned readings, and to share ideas with their classmates.
A final objective includes developing strategies in reading comprehension, vocabulary, critical
thinking, and use of technology. In class students will speak in a manner which reflects clear, logical,
and precise progression of thought, listen attentively with an open mind weighing pros and cons of an
issue and drawing an unbiased conclusion, and work both independently and cooperatively on assigned
educational projects. Homework can be expected on a daily basis, with the amount varying to coincide
with the unit of study. Keystone preparation is especially paramount.
Textbooks and Novels
Their Eyes Were Watching God by Zora Neale Hurston
The Crucible by Arthur Miller
Twelve Angry Men by Reginald Rose
McDougal Littell Literature: Tenth Grade. 2008.
Supplementary
Anthem by Ayn Rand
Heroes and Villains by Henry I. Christ
Spoon River Anthology by Edgar Lee Masters
Multicultural Voices by Scott Foresman
Materials
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Three-ring binder
Lined loose leaf paper
Palisades’ agenda and planner or homework calendar
Texts necessary for that day’s work:
o SSR novel brought every day
o Assigned novel or textbook
Colored post-its (at least 5 different colors) – strongly suggested
It will be helpful to have a jump/flash/USB drive on hand
Writer’s journal notebook – strongly suggested
Course schedule
We will meet every day, one semester, for 90 minutes.
Monday, Wednesday and Friday we will read S.S.R. for 15-20 minutes.
Classroom Procedures
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Food and drink are allowed in class as long as it is not a distraction or a mess.
Be prepared with all required materials for the day.
Be in your seat ready to learn when the bell rings.
Limit the amount of sign outs from class. Use the lavatory before or after class, not during.
Respect the class and the classroom.
Purses and book bags must remain under the desk or on the floor
Cell phones and other electronic devices should be silenced and out-of-sight unless otherwise
instructed.
*If procedures 1 through 7 are not followed, a warning will be issued. If the offense occurs again, a
teacher detention will be assigned. Repeated offenses will warrant a phone call home and
administrative notification.
Essential Questions
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What is the impact of words in formulating meaningful sentences and paragraphs?
How does language structure affect meaning?
What is the impact of individuals on history?
How does an author shape the cultural ideas about death, love, betrayal, fear, compassion and
jealousy?
Course content
The Tragedy of Julius Caesar*
4 weeks
The Crucible & Nonfiction Unit*
4 weeks
With a focus on writing a research paper
1.1.11.B Analyze the structure of informational materials explaining how authors
used these to achieve their purposes.
Short Stories, Poetry, and Excerpts*
2 weeks
1.1.11.G Demonstrate after reading understanding and interpretation of both
fiction and nonfiction text, including public documents
Their Eyes Were Watching God*
3 weeks
Twelve Angry Men
2 weeks
Independent SSR novels*
ongoing
Vocabulary*
ongoing
Grammar
ongoing
Units noted with an * will be covered.
Other units will be addressed if time permits and/or to meet class needs.
Syllabus 2
Policies: i.e. plagiarism, lateness of assignments, cost of materials, etc
Policies listed in the Palisades High School Student Handbook will be followed. Late vocabulary
homework and other assignments under 10 points will not be accepted. Zero points will be
awarded.
The McDougal Littell textbook costs $90, so I ask that students carefully consider the way in
which they handle the textbook. I do check that textbooks are returned in the same condition
they were borrowed.
English Department Second-Chance Learning Policy:
• Retesting for tests is not available; however, students do have the opportunity to retake any
quiz on which their score does not exceed a 69%. Students are expected to study in preparation
for assessments, as they will be notified of these assessments in advance.
• Essay revisions will be accepted for the writing pieces on which the student’s score does not
exceed a 69%. This opportunity is dependent on whether the student has met all deadlines, as
those papers that have been submitted late will not have the same opportunity. A revision’s
score may not exceed a 70%.
Academic Integrity Policies:
It is expected that students and instructors will act responsibly and honestly in all aspects of the course.
• Plagiarism/Cheating is the stealing or claiming of someone else‘s ideas or words as your own
without crediting the source and/or aiding in this act. This includes submitting the same
homework, projects, etc… as another student or sharing your work with another student unless
group work is specified in writing by the instructor.
• Students are responsible for keeping their account information private and ensuring that all
work submitted is their own.
The following penalties will be assessed if a student is found guilty of defying the academic
integrity policies:
1. You will be given a zero as a final grade on that assignment.
2. Parental notification by the teacher will occur.
3. First offense will result in a one day in school suspension. (ISS)
4. Second offense will constitute out of school suspension. (OSS)
5. You will be denied privilege of membership in academic cubs for the remainder of the year.
Any future recommendations given by teachers may also be affected.
Description of how grades are earned
Quarter 1
Quarter 2
Final Exam
40% of final grade
40% of final grade
20% of final grade
Individual assignments are assessed using a point system.
Methods of evaluation include the Informational Writing Rubric (created by English and Social
Studies departments), project and presentation rubrics, tests, quizzes, and homework
assignments.
Syllabus 3
How can I get extra help?
Extra help is always available after school in room 115. I would appreciate if you schedule a date
in advance with me, so I can guarantee that I do not have any conflicts in my schedule, and I can
prepare the necessary materials.
Opportunities are provided for revising writing pieces. Students are strongly encouraged to
complete all work by deadlines so that revisions will be accepted. Students are also encouraged to be
proactive and seek information regarding retesting and/or rewriting.
Additional reading, writing, and speaking are incorporated into units at all levels for students
who would benefit from enrichment activities. Individual projects reflect the strengths and learning
styles of the students.
Extra credit is available only to those who complete assigned work and turn it in on time and
will be discussed on an individual basis. Extra credit possibilities must be discussed on an individual
basis and initiated by the student.
Description of portfolio-quality project
In your portfolio you must include a reading log, which should reflect those texts read for SSR
and those covered throughout the course.
You may also include a novel project, a writing piece, a speech evaluation, a research paper, or a
video presentation. Some examples of portfolio-quality projects include, but may not be limited to:
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The Crucible/McCarthyism Research Project
Sample of Narrative Writing (short story)
Persuasive Writing Piece
Julius Caesar Debate
Julius Caesar Historical Context Essay
“Course content may vary from this outline to meet the needs of this
particular group.”
Syllabus 4