English 10H Course Description
The Sophomore Shepard English 10H course: Leaders and Literature that Shape the World is a year-long course designed to engage students in the critical analysis of a variety of world literature including poetry, nonfiction, novel, and drama. The course develops skills in expository writing, literature analysis, and reader response through the close reading of a variety of fiction and nonfiction texts. Critical thinking, vocabulary study, language study, and independent reading and research are key components of the coursework.
By enrolling in this course students have committed themselves to a program of reading, writing, speaking, and critical thinking on a level above that of the advanced high school sophomore.
By enrolling in this course students have committed themselves to a program of reading, writing, speaking, and critical thinking on a level above that of the advanced high school sophomore.
Critical Thinking and Argumentation Course Description
Critical Thinking and Argumentation is a study of deductive and inductive logic, including logical fallacies, that challenge students to think critically, analytically, and philosophically. Students learn to formulate thoughtful inquiry questions, connect ideas or concepts, challenge ideas and concepts, and rephrase ideas when appropriate.
Composition Course Description
Composition is a study and application of the rhetorical (effective) writing strategies of narration, description, exposition, and persuasion. Using the writing process, students demonstrate a command of vocabulary, English language conventions, research and organizational skills, an awareness of the audience, the purpose for writing, and style. Students write a variety of types of compositions with a focus on fictional narratives, reflective compositions, and academic essays.
The Academy Spirit
The Academic Spirit - an intense energy and enthusiasm for learning and academic inquiry - is expected from all students. A spirit of peer cooperation and willingness to take on a leadership role is expected when working collaboratively.
Respect, response, and responsibility are the three ideas that set the tone for our community of learners. We will respect our ideas and the ideas of others. We will respond thoughtfully to each other and will accept responsibility for our own learning and actions.
Our Academic Spirit reflects Harrison’s PRIDE expectations: Preparedness, Respect, Integrity, Determination, and Engagement.
Respect, response, and responsibility are the three ideas that set the tone for our community of learners. We will respect our ideas and the ideas of others. We will respond thoughtfully to each other and will accept responsibility for our own learning and actions.
Our Academic Spirit reflects Harrison’s PRIDE expectations: Preparedness, Respect, Integrity, Determination, and Engagement.
Qualities of Shepard Academy Students
The courses in Shepard Academy are designed to offer students a rigorous course of study. Following are some qualities expected in Academy students:
- Multi-taskers. Students enrolled in Academy courses will be required to multi-task at an advanced level. Students may be expected to handle at least 4 to 5 different tasks simultaneously. These tasks may include independent reading, vocabulary and language studies, varied writing and reading assignments and/or projects.
- Strong Time Managers. Academy students should have strong time management skills. Part of these skills will include using a planner to ensure adequate preparation for long-term projects.
- Responsible Self-learners. Academy students are independent workers who are self-starters and naturally seek resources to answer questions and accomplish tasks. In addition, they are resourceful and pursue additional enrichment of studied topics. They use previously corrected papers and assignments as guides and references for improvement of future work.
- Advanced Readers. Reading above grade level, Academy students should be able to identify major concepts in fictional and informative texts. Furthermore, they are willing and expected to read increasingly difficult texts in specified time frames. English 10 Honors students will read several books/plays per nine weeks. One novel or biography will be done independently. In addition, these students can respect, appreciate, evaluate and critique aspects of a writer’s style and identify the author’s purpose.
- Skillful Writers. Academy students should expect to write every day in a variety of modes which will include in-class timed writings, summary/responses, literary analysis, reader’s response, and researched writing. Students use the writing process - prewriting, drafting, revision, and publication - and serve as thoughtful peer reviewers of their classmates' work.
- Willing Speakers. Academy students are expected to participate in a variety of speech situations which can include seminars, class discussions, presentations, and debates.
- Careful Listeners. Students enrolled in Academy courses are adept at listening, reflecting and responding to either written work or discussion. In seminar, debate, and class discussions these students will evaluate and respond to statements after synthesizing what has been previously stated. Mere repetition and rewording would be minimal.
- Serious-mindedness. Shepard Academy students are focused on learning and achievement. This focus includes strong study skills.
Academic Integrity
Both faculty and students uphold the qualities of honesty, integrity, and truthfulness. Because we are a community of honor, honorable conduct is expected at all times:
1. Students will not give or receive aid on tests, quizzes, and exams from others or electronic resources.
2. Students will not copy or allow to be copied any homework or other assignments.
3. Students will not plagiarize any part of published materials, essays, or work of another.
4. Faculty will uphold standards of honesty and integrity.
Any evidence of plagiarism, presenting someone else's work as the student’s own, the student allowing someone else to present his/her work, or collaborating without proper permission, results in failure for the specific assignment. Students must do their own work. Penalties for plagiarism/cheating range from a 0 on an assignment to loss of Citizenship to disciplinary action through the administrator’s office.
1. Students will not give or receive aid on tests, quizzes, and exams from others or electronic resources.
2. Students will not copy or allow to be copied any homework or other assignments.
3. Students will not plagiarize any part of published materials, essays, or work of another.
4. Faculty will uphold standards of honesty and integrity.
Any evidence of plagiarism, presenting someone else's work as the student’s own, the student allowing someone else to present his/her work, or collaborating without proper permission, results in failure for the specific assignment. Students must do their own work. Penalties for plagiarism/cheating range from a 0 on an assignment to loss of Citizenship to disciplinary action through the administrator’s office.
Texts and Materials
Texts:
Vocabulary Power Plus for the New SAT, Book Three, Prestwick House
Students will be provided with supplementary texts as needed.
Vocabulary Power Plus for the New SAT, Book Three, Prestwick House
Students will be provided with supplementary texts as needed.
Chromebooks and Personal Electronic Devices
Your Chromebook is essential for your work in English 10 Honors. When used properly for note taking, research, inquiry, and class activities, Chromebooks are a valuable educational tool. However, when used for gaming, or unrelated Internet surfing, Chromebooks can be a distraction and can negatively impact your performance in class. You are expected to make responsible choices regarding Chromebook use in this class.
You are to bring your Chromebook, sufficiently charged, to class each day. The classroom’s design does not allow for easy access to multiple electrical outlets, so you should not expect to charge your Chromebook in class on a regular basis. In the event that you do need to charge your Chromebook in class, please have your assigned charger with you.
In consideration of your instructors and classmates, please keep your cell phone and other electronic devices out of sight during class.
You are to bring your Chromebook, sufficiently charged, to class each day. The classroom’s design does not allow for easy access to multiple electrical outlets, so you should not expect to charge your Chromebook in class on a regular basis. In the event that you do need to charge your Chromebook in class, please have your assigned charger with you.
In consideration of your instructors and classmates, please keep your cell phone and other electronic devices out of sight during class.
Assessments and Evaluations
Throughout the course, students are assessed via observation, discussion, in-class writings, formal writings, creative and analytical performances, individual and collaborative projects, and formal examinations. Each assessment is designed to address the unit’s essential question or a related focus question. Many units of study will end with students completing a cumulative project. Whenever possible, students will be offered choice in content, process, and/or product.
In the pursuit of being a “paperless” course, whenever possible, assignments are submitted, evaluated, and returned electronically through Google Classroom. Course materials are posted as content or document files on the Google Classroom.
Graded work is evaluated using points and weighted categories. Each course grade is divided into component parts, or categories, each part being worth a percentage of the total course work grade for the course (100%).
The grading scale for the course is
89.5-100% = A
79.5-89.4 = B
69.5-79.4 = C
59.5-69.4 = D
59.4 and below = F
The two 9 week grading periods in a semester are cumulative. The cumulative course work grade counts 80% of the semester grade. The final exam counts 20% of that semester's grade.
English 10H - Grading Categories (80% of semester grade)
Unit Assessments 70%
Homework / Classwork (scored for accuracy) 25%
Examples of these assignments include
Homework/Classwork (checked for completion or to provide feedback) 5%
Examples of these assignments include
(80% of semester grade) 100%
Final Exam 20%
Composition - Grading Categories (80% of semester grade)
Unit Assessments 70%
Homework / Classwork (scored for accuracy) 25%
Examples of these assignments include
Homework/Classwork (checked for completion or to provide feedback) 5%
Examples of these assignments include
Final Exam (20% of semester grade)
Critical Thinking and Argumentation - Grading Categories (80% of semester grade)
Unit Assessments 70%
Homework / Classwork (scored for accuracy) 25%
Homework/Classwork (checked for completion or to provide feedback) 5%
Examples of these assignments include
Final Exam (20% of semester grade)
In the pursuit of being a “paperless” course, whenever possible, assignments are submitted, evaluated, and returned electronically through Google Classroom. Course materials are posted as content or document files on the Google Classroom.
Graded work is evaluated using points and weighted categories. Each course grade is divided into component parts, or categories, each part being worth a percentage of the total course work grade for the course (100%).
The grading scale for the course is
89.5-100% = A
79.5-89.4 = B
69.5-79.4 = C
59.5-69.4 = D
59.4 and below = F
The two 9 week grading periods in a semester are cumulative. The cumulative course work grade counts 80% of the semester grade. The final exam counts 20% of that semester's grade.
English 10H - Grading Categories (80% of semester grade)
Unit Assessments 70%
- literature culminating assessments/projects
- vocabulary review unit post-tests
- independent reading cumulating assessment/projects
Homework / Classwork (scored for accuracy) 25%
Examples of these assignments include
- literature reading quizzes
- literature comprehension / analysis activities
- vocabulary SAT exercises
- vocabulary weekly post-tests
- independent reading comprehension / analysis activities
Homework/Classwork (checked for completion or to provide feedback) 5%
Examples of these assignments include
- vocabulary exercises I, II, III, and IV
(80% of semester grade) 100%
Final Exam 20%
Composition - Grading Categories (80% of semester grade)
Unit Assessments 70%
- essay revisions
- language study cumulative assessments
Homework / Classwork (scored for accuracy) 25%
Examples of these assignments include
- Journal entries
- writing activities
- Quill midterm and final activity averages
Homework/Classwork (checked for completion or to provide feedback) 5%
Examples of these assignments include
- prewriting, drafts, peer review, writer reflection
- language study practice activities
- Quill activities
- National History Day project steps
Final Exam (20% of semester grade)
Critical Thinking and Argumentation - Grading Categories (80% of semester grade)
Unit Assessments 70%
- critical thinking skills tests
- argument and researched argument essays
- 4-Level Sentence Analysis unit assessments
- National History Day final project
Homework / Classwork (scored for accuracy) 25%
- critical thinking activities
- argument and research activities
- National History Day annotated bibliography
- National History Day process paper
Homework/Classwork (checked for completion or to provide feedback) 5%
Examples of these assignments include
- prewriting, drafts, peer review, writer reflection
- language study practice activities
- National History Day project steps
Final Exam (20% of semester grade)
Late Assignments and Make-up Work
Assignments are to be submitted by the time and date indicated in class and/or on Google Classroom.
Students have the opportunity to continue to turn in work until the last day of the grading period with no penalty. Work that is not turned in will receive a zero until it is turned in.
This opportunity does NOT mean that students are not expected to turn in their work on time. The work students are expected to complete directly impacts their success on any upcoming assessments. The work leading up to an essay, speech, or text has value and a direct correlation to how well students do on assessments. Completing work after the assessment is not a good idea because students will not have as much support from the teacher (the class has moved forward to other work), students will not have the benefit of direct daily feedback from the teacher that would typically occur if student turned work on in time, and students will not be able to retake assessments until all homework has been turned in.
Students will be allowed one retake on all assessments that would fall into the assessment category with the exception of speeches.
Students are to initiate their own make-up work. Any time a student misses part or all of a class for any reason, he or she should check Google Classroom, and with classmates before coming to an instructor with questions.
Students who are absent on the day of a test or in-class writing may have an alternative make-up assessment.
Students have the opportunity to continue to turn in work until the last day of the grading period with no penalty. Work that is not turned in will receive a zero until it is turned in.
This opportunity does NOT mean that students are not expected to turn in their work on time. The work students are expected to complete directly impacts their success on any upcoming assessments. The work leading up to an essay, speech, or text has value and a direct correlation to how well students do on assessments. Completing work after the assessment is not a good idea because students will not have as much support from the teacher (the class has moved forward to other work), students will not have the benefit of direct daily feedback from the teacher that would typically occur if student turned work on in time, and students will not be able to retake assessments until all homework has been turned in.
Students will be allowed one retake on all assessments that would fall into the assessment category with the exception of speeches.
Students are to initiate their own make-up work. Any time a student misses part or all of a class for any reason, he or she should check Google Classroom, and with classmates before coming to an instructor with questions.
Students who are absent on the day of a test or in-class writing may have an alternative make-up assessment.
High School Attendance Policy - as stated on EVSC website
Coming to school every day, on time, can help students feel better about themselves and their learning and help them succeed in school and in life! Regular attendance directly affects student success. School is very hard for students when they miss classes. Students are required by Indiana law to attend school regularly until they are 18 years old. After age 18, students must be regularly attending and earning credits toward a diploma to stay enrolled.
What Will Happen:
If your student continues to miss, the Juvenile Court judge may decide to take legal action.
Students who miss additional days of school after the pre-court conference are required by Indiana law to have a medical statement from a physician or be seen and possibly sent home by the school nurse. Failure to follow this law will result in a referral to Child Protective Services or Juvenile Court, depending upon the circumstances and the age of the student. There can also be a pre-court conference called if the student has missed 5 consecutive days (habitual truancy).
Students may have credits denied for excessive truancies. This is not automatic but at the school administrator’s discretion and based on individual circumstances. Continued truancies may also result in loss of a driver’s license or work permit. The Social Security Administration monitors to make sure students are attending school regularly. A restructuring of payments could occur for students who do not attend regularly.
What Will Happen:
- If your child is absent more than a few days, you may get a call from the school to make sure everything is okay. If you need help, please let the school counselor or social worker know.
- After five absences, the school may send you a letter with tips and suggestions.
- At 8 days absent, you may receive another letter from the school offering help and support.
- If your child has missed 10 days, you may be asked to take part in a pre-court conference or meeting with school staff. This conference is designed to provide you with a greater level of support and prevent you and your child from having to go to court over attendance.
- At ten or more absences, the EVCS is required to refer your student to Juvenile Court. You may get a visit from the EVSC Truancy Officer or the Evansville Police Department. The officers will work closely with you to work through attendance issues and get your student back on track.
If your student continues to miss, the Juvenile Court judge may decide to take legal action.
Students who miss additional days of school after the pre-court conference are required by Indiana law to have a medical statement from a physician or be seen and possibly sent home by the school nurse. Failure to follow this law will result in a referral to Child Protective Services or Juvenile Court, depending upon the circumstances and the age of the student. There can also be a pre-court conference called if the student has missed 5 consecutive days (habitual truancy).
Students may have credits denied for excessive truancies. This is not automatic but at the school administrator’s discretion and based on individual circumstances. Continued truancies may also result in loss of a driver’s license or work permit. The Social Security Administration monitors to make sure students are attending school regularly. A restructuring of payments could occur for students who do not attend regularly.