- Tutoring Times
- Course Description (objectives)
- Work Load
- Grading Policy
- Expectations
- Supplies
- Textbooks
- Course Overview
- Recipe for Success
Tutoring Times
Mrs. Taylor is available most mornings before school from 8:15 - 9:00 AM as
well as by appointment. Making an appointment is the MOST EFFECTIVE method.
Course Description (objectives)
Students will:
1. Review basic grammar rules and apply them.
2. Critically read selected texts and analyze them using various literary
devices.
3. Review the elements of narration—plot, character, theme, setting, and
point of view—and analyze works of literature by applying these elements to them.
4. Explore the writing process and the structure of a multi-paragraph
composition.
5. Focus their writing and concentrate on composing effective paragraphs. A
structurally-sound,fully-elaborated paragraph is the microcosm of a
well-written composition.
6. Explore analytical writing through effective compositions.
7. Explore the research process.
8. Practice soft skills—awareness of content, audience, and appearance;
effective speaking skills; and nonverbal cues.
Work Load
Students will:
1. Have an average of thirty (30) minutes of homework every night. The
teacher will attempt to establish an even pace; however, this work may occur
in waves.
2. Complete at least one formal composition each six-week grading period.
3. Critically read a text each six-week grading period.
Grading Policy
1. See course website for the “Westwood High School: English Department
Grading Policy.”
2. Each six-week grading period, grades will be weighted as follows:
> Test Grades: 30%
> Major Grades: 20%
> Daily Grades: 30%
> Homework Grades: 20%
Expectations
As a member of this class, each student should contribute to a productive
learning environment by:
1. Be prepared.
> Submit assignments at the BEGINNING of class.
> Start the warm-up activity as soon as possible upon entering the room.
> Bring all necessary materials to class daily.
2. Be respectful.
> Listen carefully when a teacher OR student is speaking.
> Raise your hand and wait to be acknowledged before speaking.
> Use appropriate language.
> Behave appropriately for a substitute teacher.
> Accept responsibility for your actions:
-- Apologize for inappropriate comments and behavior.
-- Pick up and dispose of trash in your area.
-- Return borrowed materials to their proper place.
-- Respect other people’s property.
3. Be positive and open-minded.
4. Be honest.
5. Be involved.
Supplies
1.3-ring binder. Students should use either a separate notebook—a 1 ½ ”
binder—for this class.
2.A planner. Students must have a permanent place where they can record their
homework. This planner needs to be a grid-style calendar that spans the
academic year—from August to May. This planner can be as complicated as the
Westwood High School planner or as simple as a generic store-bought planner.
3.Loose-leaf notebook paper
4.Navy blue or black pens. Exotic colors are NOT permitted.
5.Highlighters
6.Dividers
7.Sheet Protectors
8.1 GB (min.) USB Memory Stick (optional)
9.The text the class is currently studying.
10.An email address that is checked regularly.
Textbooks
Students do NOT need to bring their textbooks to class everyday; there is a
set for in-class use. The students may use the following textbooks.
> Language of Literature (McDougal Littell)
> Language Network (McDougal Littell)
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However, students will need to acquire copies of the following novels and
bring them to class everyday during the appropriate units:
> Ender's Game by Orson Scott Card
> Night by Elie Wiesel (2006 version, translated by Marion Wiesel)
** Students can obtain a new OR used copies of these texts. Furthermore, the
PTSA offers one stop shopping in purchasing the books needed. The books will
be offered during all three lunches for two weeks at the beginning of the
school year, at Open House, and at the various parent nights. **
Course Overview
**Overview subject to change based on student/course need.**
Each six weeks will include:
(1) a formal composition in one of the following writing modes: narrative,
persuasive, descriptive, expository, or literary analysis.
(2) grammar conventions that cover: complete sentences vs. sentence fragments,
punctuation, capitalization (related to sentence structure, proper nouns,
titles, etc.), verb tense consistency, and sentence variety (simple compound,
and complex sentences; vivid language; precise verbs; and
diction)
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First Six-Week Focus:
1. Orientation
2. Reading:
> The Short Story
> “The Most Dangerous Game” [textbook]
> Companion Piece [textbook]
3. Writing:
> Building basic paragraph structure
> Writing a Short Answer Response to Literature (A.C.E.)
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Second Six-Week Focus:
1. Reading: The Novel--Ender's Game by O. S. Card [buy]
2. Writing: Personal Narrative
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Third Six-Week Focus:
1. Reading: Nonfiction--Night by Elie Wiesel [buy]
2. Writing: Literary Analysis
3. Fall Semester Exam
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Fourth Six-Week Focus:
1. Reading: Nonfiction
> “I Have a Dream” [textbook]
> “Glory and Hope” [textbook]
2. Writing: Expository Writing—The Research Process
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Fifth Six-Week Focus:
1. Reading: The Epic
> Odyssey by Homer [textbook]
> Poetic Devices in Epic Poetry
2. Writing: Personal Narrative
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Sixth Six-Week Focus:
1. Reading: Drama
> Romeo and Juliet by William Shakespeare [textbook]
> Poetic Devices in Shakespearean Drama
2. Writing: Literary Analysis
3. Spring Semester Exam
Recipe for Success
Students should heed the following suggestions to increase their success in
this class:
1. Carefully read the directions of all assigned work. If they are unclear or
require additional information, then ask for help.
2. Seek extra help when needed.
3. Maintain a system that organizes handouts, class work, and assignments.
4. Submit assignments ON TIME—at the beginning of class on the day that it is due.
5. Develop a personal system for previewing, studying, and reviewing course work.
6. Avoid procrastinating.
