BDCHS ENGLISH HONORS II SYLLABUS

2016-2017
Instructor: Mrs. Theresa Gray
E-mail: tgray@bdchs.org
Class Website: http://grayatbdchs.weebly.com/
Remind Account: https://www.remind.com/join/gray-bdchs (Class Code: @gray-bdchs)
Edsby: https://sdhc.edsby.com/ (Please set up a parent account)
Tutoring Hours: Mondays 2:45-3:45
COURSE DESCRIPTION:
The purpose of this course is to provide grade 10 students, using texts of high complexity, an advanced integrated
language arts study in reading, writing, speaking, listening, and language in preparation for college and career readiness.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of
work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multifaceted, students are challenged to think and collaborate critically on the content they are learning.
This course will survey a range of different texts within four distinct genres fiction, non-fiction, poetry, and drama in
order for students to explore the way that genre influences the way they read. Students will also write in a variety of
modes, requiring them to consider the role that audience expectation, generic convention, and rhetorical situation play in
shaping the form and content of what they write. This course emphasizes the writing process (how to function as a writer)
as well as the product (the qualities of a good paper). Through drafts, workshops, conferences, and revisions, they will
learn to approach their own writing and the texts of the poets, essayists, and authors they will be reading with a
critical eye.

Required Materials for Each Student

Google Drive account

Your summer reading text (The Life of Pi)
Highlighters - Green, Blue, Yellow
Dry erase markers & eraser
Pens/Pencils - Blue or Black & Colored
A method of note-taking (a bound notebook or loose leaf paper)
A method of organizing notes & handouts (folder or binder - preferred)
Independent reading novel

Suggested Donations for Class

Pack of 8-count markers

Pack of dry erase markers
Dry erase board erasers
Pack of baby wipes
Pack of antibacterial wipes
Pack of sharpies
Index cards 3x5
Post It notes
Magazines
Novels for our class library

COURSE OBJECTIVES:
The content should include, but not be limited to, the following:

Active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
Analysis of literature and informational texts from varied literary periods to examine:
o Text craft and structure
o Elements of literature
o Arguments and claims supported by textual evidence
o Power and impact of language
o Influence of history, culture, and setting on language
o Personal critical and aesthetic response
Writing for varied purposes
o Developing and supporting argumentative claims
o Crafting coherent, supportive informative/expository texts
o Responding to literature for personal and analytical purposes
o Writing narratives to develop real or imagined events
o Writing to sources using text-based evidence and reasoning

Effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a
claim in multimedia presentations, class discussions, and extended text discussions
Collaboration amongst peers

INSTRUCTIONAL PRACTICES:
Teaching from well-written, grade-level instructional materials enhances students content area knowledge and also
strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the
following instructional practices also helps student learning.
1.
2.
3.
4.
5.
6.

Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
Making close reading and rereading of texts central to lessons.
Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
Requiring students to support answers with evidence from the text.
Providing extensive text-based research and writing opportunities (claims and evidence).
We will use many different instructional methods including but not limited to: group and partner discussions, group
and individual projects, practice activities, writing workshops, in-class readings, in-class writing, scheduled and
surprise quizzes, socratic seminars, teacher-student conferences, flipped classroom activities, and interactive
games.

QUARTERLY GRADE BREAKDOWN:

Professionalism = 10%
o This part of your grade is comprised of preparation for class discussions, your ability to arrive on time and
every day, your positive participation in class, and your professional correspondence with your teacher
and other students. You are expected to come to class, having read and completed all assignments,
ready to learn, think about new ideas, and contribute to class discussion. Participation in this course is not
optional it is a part of your grade and it may make the difference, one way or the other, when a grade is
border-line.
Formative Assessments: Daily Assignments: Homework/Classwork, etc. = 20%
Homework/Classwork: This is a reading, writing, and vocabulary intensive class, and homework will be
assigned almost nightly. You will see all assignments posted in the Edsby planner, listed under the day
they are due. For example, if homework/classwork is assigned on Tuesday to be due on Thursday, it will
show up in the Thursday block of the weekly calendar.
Brain Flexors: At the start of each class, you will receive a brain flexor and/or journal prompt that allows
you to get ready for class. Your responses should be thorough, creative, and supported by text when
appropriate. We will use your responses in discussion, and I will review these brain flexors and/or journals
entries periodically.
Summative Assessments: Writing Assignments, Tests, Quizzes = 70%
You can expect to hand in at least three to four major pieces of writing per quarter. All major writing
assignments will be submitted through Turnitin.com and My Access on the due date. All submitted written
work must be word-processed and in current MLA format.
Quizzes are divided into two types: vocabulary and DIRT (Did I Read Thoroughly?). Vocabulary quizzes
will always be scheduled. Vocabulary quizzes will assess both spelling and definitions. Some DIRT
quizzes will be scheduled, and some will be pop-quiz style. Quizzes will consist of multiple choice,
matching, paragraph analysis, short responses, and/or essays.

This course centers on rigor, relevance, responsibility, and respect. Students with determination,
desire, and an open mind will achieve academic success.
SEMESTER GRADE:
Quarterly Averages - 80%
Semester Exam - 20%
COURSE POLICIES:
Respect: The best classroom experience comes from students respecting each other and the instructor. This includes
everything from interacting with each lesson and class discussion, refraining from private conversations during class, to

texting during a lecture. Please silence your cell phones when you come to class, and please do not use your cell phones
in the classroom unless it is a part of the exercise. You are encouraged to join in class discussions but refrain from
interrupting others. Many controversial subjects may be discussed in this course, and we all have differing opinions.
Please be respectful of each other.
Growth: The primary goal of this course is to help you grow into a more effective reader, writer, and speaker. In
particular, you will work on developing the following skills and habits:

Attending to details in what you read. I will expect you to develop the habit of rereading and taking notes. (For this
reason, I encourage you to purchase your own copies of the books we read.)
Understanding stories on an abstract as well as a concrete level. I will expect you to develop the habit of
searching beneath the surface of what you read to locate the authors true purpose.
Using clear, concise, vivid language in all of your prose. I will expect you to develop the habit of rewriting,
proofreading, and editing.
Arguing rather than summarizing in your writing. I will expect you to employ strategies for developing strong
claims and supporting them with specific evidence and commentary.

Make-up Work: If you missed class, please check the Edsby planner to learn what we did while you were gone. If you
have any questions, please send me an email or come see me. You have three days after an excused absence to turn in
the work you missed while you were gone. Any previously assigned work due on the day of your absence must still be
submitted on time via Turnitin or My Access when applicable.
Late papers and assignments: In order to display professionalism and to be prepared for class discussions/projects, all
papers and assignments need to be completed and submitted on time. Students allowed extended time via an IEP or a
504 Plan must request additional time PRIOR to the due date. Semester 1, late assignments will lose one letter grade
every day it is late and must be submitted within two days of the due date. Semester 2, due dates are absolute.
Plagiarism: Plagiarism is defined as the use of another persons thoughts and ideas--whether taken from a paper,
speech, article, film, music, image, in print or online intentionally or accidentally, whole or in part, and presenting it as
your own work. Committing plagiarism is a Level Two Offense will result in a 0% on the graded assignment, a parent will
be contacted, and administration will be notified.
Formatting written work: All papers and assignments should be in MLA format: typed, double-spaced, utilize twelvepoint Times New Roman font, with one-inch margins on all sides.
Documenting your sources: When using or referencing words, sentences or ideas from another author, use MLA
(Modern Language Association) style parenthetical documentation to document that content. For more information about
MLA style parenthetical documentation, visit this guide: https://owl.english.purdue.edu/owl/resource/747/02/
Contacting Mrs. Gray: I ask that you frequently check Edsby and my website where much of the information you may
need will be made available. Please use your resources first (such as the planner on Edsby or our class website) but feel
free to e-mail me anytime. I will respond as quickly as possible. On Edsby, please send me a personal message rather
than a message through the assignment. If you desire a faster response, please email me through the BDCHS email:
tgray@bdchs.org. *Please be sure to include your block number on all correspondence.

*This syllabus is a guide for the course and is subject to change with advance notice.

WORKS CITED:
Florida State University. "English Honors 2 (#1001350) 2015 and Beyond." CPALMS: Where Educators Go For
Bright Ideas. CPALMS, n.d. Web. 23 July 2016. <http://www.cpalms.org/Public/PreviewCourse/Preview/13193>.