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Below you will find the current draft for the semester one English 10 syllabus. Please give any feedback that you feel may help us in improving the document for distribution on Day One! Is there anything missing? Any glaring inconsistencies with the SFHS syllabus protocol? Let us know.

Also- Is this the place to list homework/classroom policies, etc.? Is there a separate, required document for those kinds of notifications? We are still in the dark about that.

Thanks for reading! -Amy and Kim

Will take a look, but for now, Please use your blog as your vehicle for posting the official syllabus, class policies, links to assignments, etc. You can use mine or Addie's as a model. I mean the blog set up for you on teh school server. : ) This space is for teacher planning, conversations etc. Students don't see this.

We are aware of that. We are just posting it here to get some feedback from the veterans about whether our syllabus is on the right track or not. Thanks!

: ) YOu are definitely on the right track. You can also post other things here, too. I misunderstood and thought you wanted to post here for students.

English 10 Syllabus
General Course Information:

Grade level(s) offered: 10
0.5 credit (first semester course)


Students must have taken English 9. This course is for all 10th grade students to satisfy their English/ Language Arts requirement.
Course Description:
This course is unified by the students' participation in literary study through the creative process of writing. It is designed as a bridge between English 9 and 11, to provide students with the skills they will need as they continue their academic careers. They will grow as scholars and as people as they explore a wide variety of texts.

Curricular Goals:

· Students will continue to engage in literary analysis, furthering their skills as critical thinkers.

· Students will continue to develop their skills in reading, writing, listening, discussion, and technology.

· Students will experience and create texts in a wide variety of genres.

· Students will engage in process-based research and inquiry.

· Students will engage in lessons focused on WKCE preparation.
Methods of Instruction:

This class is designed around a workshop model in which students read, study, collaborate, write, and share their work in independent, small group, and whole class settings. Students can expect to read and complete work both inside and outside of class.
Major Resources/Texts:

· Elements of Literature: Fourth Course. Holt, Rinehart and Winston, Inc.

  • Romeo and Juliet, William Shakespeare

· Fahrenheit 451, Ray Bradbury

· Various poems, articles, and short fiction

· Quizzes and Tests

· Process/Project-Based Assessment

· Formative Assessment (Ongoing)
Major /Ongoing Assignments:

· Quarterly Independent Reading

· Weekly Vocabulary

· Grammar Study

· Blogging

· One major written work per unit (analysis, speech, media, or other genre)

· Standard SFHS Grading Scale

· Grades are calculated using total points.

· Semester exam is worth 20% of the semester grade.
Semester One:

Unit 1: Literary Analysis and Inferencing, 4 weeks
· Students will reinforce previous knowledge
· Students will prepare for WKCE
· Literary Analysis: looking beyond the obvious
· Classic and contemporary poetry, song lyrics
· Students will be immersed in the experience of literary analysis
· Students will select and begin to read their first choice book (3 blogs)
· Understanding how authors use fiction to make a statement about the world
Unit 2: The Writer’s Voice, 4 weeks
· Fahrenheit 451 will be the primary text
· Reading strategies to emphasize: making predictions, questioning
· Analysis focus: dytopian literature, science fiction, connections to historical context and modern society
· Students will explore themes of censorship, freedom of expression, and oppression
· Students will write an action piece about an issue related to the theme of the book
· Students will develop their purpose and voice in writing
Unit 3: Literature in Various Genres, 4 weeks
· Shakespeare's Romeo and Juliet will be the primary text
· Students will explore themes of tragedy, prejudice, and love.
· Reading strategies to emphasize: decoding Elizabethan language, allusions, reading a dramatic work
  • Analysis focus: subtext, intertexuality, and fate vs. will

· Students will interpret the text using literary lenses together as a class
· Students will consider the effectiveness of language to express an aspect of the human experience
· Students will study thematically similar texts in different genres to understand the way that genre influences the audience’s experience with the text and the author’s ability to communicate a message
  • Students will respond to the reading in various genres

· Students will select their second choice book
Unit 4: Reading and Writing as a Community, 4 weeks
· Students will study and use elements of fiction in writing: plot, characterization,
· This is writing workshop where students will write short fiction that evolves from the characters, plot, images, or something else from their independent reading.
· Students will write, share, evaluate, and publish work as a community
· Students will use technology to review, discuss, and recommend literature (3 blogs +)