Steven Terreri

676-6482 ext. 5274

sterreri@bham.wednet.edu

10^th Grade English (Honors)

Tenth Grade English (Honors) is an accelerated option for sophomore students intended to challenge motivated students while achieving the learning goals of their required 10^th grade English course. Though there are no prerequisites for taking the class, students and parents should be aware of the skills, background, and academic habits necessary for success with the material, expectations, and pace.

Sophomores at the Honors level should be able to use a variety of strategies to plan, write, and revise multi-paragraph compositions demonstrating competency in the 6 Traits of Writing: Ideas/Development, Organization, Word Choice, Voice, Sentence Fluency, and Conventions. They should have experience writing in the four major modes of composition: informative, narrative, imaginative, and persuasive/expository. They should read regularly and with fluency, and be able to critically apply basic literary concepts such as plot, setting, character, theme and structure. They should be well organized, self-motivated, and committed to the time requirements of an Honors level class, particularly when it comes to homework. They should anticipate a faster pace, more challenging grading standards, and an expectation that they regularly provide insightful comments and feedback about the class and the course content.

Course Content

Tenth Grade English (H) incorporates the District and State Grade-Level Expectations into a curriculum that challenges students to read sophisticated material, think beyond the mundane, write with energy and purpose, and express themselves with confidence. The course includes a survey of World Literature focusing on key writers and works, connections between literature and history, and the influence of our global literary heritage on our contemporary culture.

The dominant theme influencing reading selections is Utopian Visions, emphasizing literature’s social contributions. First semester readings tentatively include Shakespeare’s The Tempest, selections from Swift’s Gulliver’s Travels, Golding’s The Lord of the Flies, and other readings reflecting a diversity of Utopian visions transcending history (time) and geography (space).

Resources

There is no primary text-book for this course. The course relies on a variety of supplemental materials, including Web based resources. An additional resource that I recommend to help students with the mechanics of writing is Strunk and White’s Elements of Style.

Grading

Grades in the class are based on qualitative assessments of student work as well as the timeliness and completeness of assignments. I assign Unit, Quarter, and Semester Grades by dividing the number of points earned by the number possible, then assigning the letter grade according to the scale below:

THE MOST IMPORTANT POINT REGARDING GRADES is that missing assignments have a major impact. Just one '0' will pull two 100%'s down to 66%. Because of the high paper volume in this class, it is the student's responsibility to track all assignments and keep all due dates.

Teacher Feedback and Returned Work

Teacher feedback is an essential part of any academic writing program. Because writing is a process, I provide the most timely and useful feedback during the drafting phase to assist students in making the best finished-product. As for final assessments, all major essays and assignments are assessed via published rubrics. It is my policy to 1) make rubrics available to students BEFORE work is submitted; and 2) to have all work within a specific Unit evaluated and returned to students within 2 weeks after the end of the Unit. I also encourage students who are having trouble with major works to set up an appointment with me for one-on-one assistance.

I recommend students use Student Connect to accurately track their grades and/or any missing assignments. My teacher web page (see below) is also an invaluable resource for class assignments and due dates.

Late Work

Accepting late work is an annoyance. Because of the high paper volume in this class, my policy is to not accept non-graded activities submitted late and/or penalize late work by giving it the points equivalent to minimum passing (63%). Despite the annoyance and this basic policy, I reserve the right to make determinations regarding penalties on a case-by-case basis.

1. Non-graded activities will not be accepted late. The '0' becomes permanent.

2. Graded work -- primarily essays -- will be accepted late within a 3 class day period at a 30% penalty provided the work meets the minimum requirements of the assignment. Students are responsible for getting the work in within this time. On the 4th class day, the '0' becomes permanent. A "class day" is defined as any school day where we meet as a class. This means I do not count the block days we don't meet or the weekends.

Absences

If you are absent, you have the following responsibilities:

1. If you know you will be absent, you must get assignments you will be missing before the absence.

2. If you are absent on a due date, the assignment is due on your first day back.

3. If you are absent when something is assigned, then you will get the number of days you were out added to the due date. The exception is number one -- anticipated absences.

4. The appropriate time to get missed work is outside of class time: before school, during lunch, or after school. E-mail requests for missed work is VERY APPRECIATED!!

As part of my own development as a teacher, I’m intending to make greater use of my teacher Web Page on the District’s Web Site. (http://sehome.bsdnet.wednet.edu/Teachers/Terreri/index.htm) In addition to listing my Day One Sheets, I link e-copies of homework assignments, unit calendars, and other resources where they can be accessed from any networked system or internet connected computers. When absent, be sure to check the page for homework updates or materials.

Extensions

Life is far from perfect and organized, and extensions may be necessary from time to time. Students wishing an extension must request it before the due date. Students may phone in an extension request to my school voice mail (676-6482, ext. 5274) or send me an e-mail (sterreri@bham.wednet.edu). I tend to be lenient regarding extensions requested this way. BECAUSE OF THIS GENEROUS POLICY, I WILL NOT GRANT EXTENSIONS THE DAY AN ASSIGNMENT IS DUE.

Classroom Policies

I manage my classroom under the simple idea that students and teacher are present for the shared purpose of learning. Therefore, I expect students to be prepared for the day’s activities: being in class on time, home assignments completed, materials and resources (paper, books, pens, etc.) brought to class, willingness to be attentive and cooperative, and such. When a student is consistently unprepared for classroom activities, I begin by working with the individual on strategies to increase classroom success; if problems continue, I seek assistance from home and administration via office referrals.

Disruptive Behavior

Behaviors, attitudes, etc. that disrupt our shared purpose of learning will not be tolerated. I encourage all students to exercise self-discipline, but will not hesitate to use any and all means at my disposal to eliminate disruptions.

Snacks and Drinks

I’m generally OK with students bringing snacks into the room as long as students responsibly take care of trash or messes (spills, drips, crumbs, etc.) Failure to clean up results in snack and food privileges being revoked.

Headphones

I also don’t mind students listening to headphones during NON-INSTRUCTIONAL class time. Individual students who consistently abuse this privilege will be unable to use headphones in class.

Cell Phones

I have a strict policy on cell phones in the classroom – they are not allowed, and I reserve the right to take and hold cell phones that ring or are being used during class until either the end of the period or the end of the day.

Teacher – Parent – Student Contact

Communication between home and school is an essential part of student success. The most efficient and mutually beneficial avenue of communication is through individual students – they are the crucial link between the school and home, and taking responsibility for accurate and open communication about their learning progress, frustrations, and individual needs is an important part of their academic as well as personal development. Direct contact via my school voice mail, e-mail, or arranged appointment are valuable and at times necessary back-ups. While e-mail is most convenient for me, District Policy 3611 SENDING PERSONALLY IDENTIFIABLE STUDENT INFORMATION ON E-MAIL limits the information I can share through the system. Therefore, I recommend e-mail requests for information unique to an individual student (ie, grade, missing work, behavior, etc.) include a phone number and convenient times I can make contact.