welcome to the 2016-17 school year! - lehighton

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Lehighton Area High School Course Syllabus: English 9CP

Welcome to the 2016-17 School Year! Teachers in the English/Language Arts Department:

Ms. Victoria DePaulo, Room C205 � [email protected] �

Mrs. Sharon Leitzel, Department Head, Room C213 � [email protected] � Mrs. Jennifer Kovach, Room C210� [email protected] � Mr. T. J. O’Connor, Room D101� [email protected]�

Mrs. Cristi Marchetti, Room C207 � [email protected] � Mr. Eric Mushrush, Room C211 � [email protected] �

Mrs. Jennifer Shober-Steigerwalt, Room C206 � [email protected] � Ms. Victoria Smurthwaite, Room C211 � [email protected] �

http://lehightonlanguagearts.wikispaces.com Course Description: All LAHS students must successfully complete five credits in English/Language Arts for graduation. Two of these five credits are taken upon entry to the high school as freshmen. English 9 is worth one, full credit. The course covers in-depth, analytical studies in literature (novels, short fiction, poetry, and drama), nonfiction (memoir, informational articles, and arguments), and composition (writing, vocabulary, and grammar). The course will synthesize these three domains into fluid, comprehensive learning experiences making all LAHS students well-rounded readers and writers. This course is aligned to the Pennsylvania Core Standards for Literature, Informational Texts, and Writing. In addition, standards for speaking, listening, and using technology may be implemented to infuse 21st century learning with college and career readiness. Student Assessment: Student performance and progress can be accessed via the PowerSchool platform. If you need assistance accessing this platform, please contact the main office. Individual teachers determine Gradebook setup; however, as per building policy, all teachers must include no fewer than seven graded assignments during each marking period. Many of these assignments will be common between teachers so as to provide equity across classrooms. LAHS English teachers know that each student is a unique learner, so program adaptations and enhancements may be made to create a learning environment uniquely suitable for each student. Getting Extra Help: Free, after-school tutoring will be available throughout the school year. Sessions meet every Tuesday and Thursday from 2:30-4:00 PM. This time may also be used for assignment make-up.

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Course Objectives: Each English/Language Arts teacher strives for student success. Teachers intend to improve student performance in literature, nonfiction, and writing standards with a goal of ADVANCED levels performance for all students. The Pennsylvania Department of Education describes the advanced student as follows:

Students performing at this level consistently demonstrate a thorough understanding of fiction and nonfiction. They use in-depth knowledge of literature to construct original interpretations, to draw insightful conclusions, and to make connections within, between, and beyond texts. Students demonstrate subtle literary and conceptual understanding of texts and analyze the contexts in which they were written.

From this, the following course objectives have been adopted for English 9: The ADVANCED student:

1. Effectively cites evidence from texts to support interpretations, inferences, and analyses. 2. Evaluates how authors use style techniques and literary elements to communicate central

ideas, concepts, themes, and purposes. 3. Analyzes and evaluates connections within and between texts emphasizing how

interrelationships of ideas and events influence each other. 4. Evaluates the characteristics that distinguish narrative, poetry, and drama while interpreting

and analyzing genres for literary, historical, and/or cultural significance. 5. Analyzes the effects of literary elements and devices in both literature and nonfiction. 6. Evaluates the structure and format of complex informational and literary text. 7. Analyzes the effectiveness of bias and propaganda techniques and an author’s defense of a

claim or argument in nonfictional text. 8. Analyzes how complex characters develop and contribute to theme/central ideas through

motivations, interactions, conflicts, and plot events. 9. Composes explanatory texts to analyze, examine, and convey complex ideas, concepts, and

information clearly and accurately with a command of writing conventions. 10. Creates, through meaningful expression, creative demonstrations of content mastery

including the development of a unique voice or style. Plagiarism Policy: Plagiarism is NOT merely copying someone else’s words and presenting them as one’s own work; it also includes the theft of ideas. Students are expected to compose and submit original work. While citing the words and/or ideas of another writer is expected in research writing, proper conventions surrounding such practices need to be followed. The following website provides clear definitions and examples of plagiarism, both intentional and unintentional: http://www.plagiarism.org/learning_center/what_is_plagiarism.html

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In order to qualify for a score, any score, student work must be totally free of all forms of plagiarism. Student work found to be intentionally plagiarized, that is direct theft another’s words with or without subtle modifications, will receive zero credit. The English/Language Arts department has a firm ZERO TOLERANCE policy for this. It shall be at the teacher’s discretion how other forms of plagiarism are handled since each situation beyond the blatant is likely unique. Required Reading List: Listed below are the texts students will read and study throughout their academic year in English 9A & 9B. All LAHS freshmen will read those selections listed hereunder as “core texts.” This provides a standard means of determining student assessment and monitoring academic growth. In addition to the core texts, teachers will choose several others deemed suitable for individual classes based on student achievement, performance levels, and interests. These “supplemental texts” provide an individualized learning experience for students designed to promote engaging reading as a life-long activity.

English 9: First Semester

English 9: Second Semester

CORE TEXTS Short Stories

A Sound of Thunder by Ray Bradbury The Gift of the Magi by O. Henry The Cask of Amontillado by Edgar A. Poe The Scarlet Ibis by James Hurst

Nonfiction A Walk in the Woods by Bill Bryson How Private is Your Private Life by Andrea Rock A Different Level of Competition by Anne Stein The Privacy Debate: One Size Doesn’t Fit All by

Arthur Ahalt Blind to Failure by Karl Greenfield Testimony Before the Senate by Michael J. Fox The Lost Boys by Sara Corbett The Rights to the Streets of Memphis by Richard

Wright Drama

Sorry, Right Number by Stephen King The Tragedy of Romeo & Juliet by William Shakespeare

Novel Of Mice and Men by John Steinbeck The Outsiders by S. E. Hinton

Poetry Various Selections Various Selections

SUPPLEMENTAL TEXTS Titles may appear in either 9A or 9B at the teacher’s discretion and student needs/interests. Shorter works (stories and poetry) are not listed here. Please refer to the PowerSchool grade book during the school year. Speak by Laurie Halse Anderson The Adventures of Huckleberry Finn

by Mark Twain The Hobbit by J. R. R. Tolkien The Gospel According to Larry by Janet Tashjian The Lord of the Rings (films) based on works by J. R. R. Tolkien

The Curious Incident of the Dog in the Night-time by Mark Haddon

The Pearl by John Steinbeck

Dandelion Wine by Ray Bradbury

Fahrenheit 451 by Ray Bradbury War Is… by Various Authors Night by Elie Wiesel Rumble Fish by S. E. Hinton

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My Life with Chimpanzees by Jane Goodall West Side Story by Leonard Bernstein, Stephen Sondheim, & Arthur Laurents

The Taming of the Shrew by William Shakespeare The Memory Keeper’s Daughter by Kim Edwards The Adventures of Tom Sawyer by Mark Twain Swallowing Stones by Joyce McDonald

Determination of Final Grades: The final grade breakdown shall be as follows: English 9: English 9: Marking Period #1 Average: 40% Marking Period #3 Average: 40% Marking Period #2 Average: 40% Marking Period #4 Average: 40% Final Exam English 9: 20% Final Exam English 9: 20% Homework: Each teacher shall set his or her own homework policy. This will be defined at the start of the course. No teacher shall make homework count for more than 20% of a student’s grade. NOTE: Larger assignments requiring outside-the-classroom work, such as essays and research papers, do not qualify as “homework.” They are deep-reasoning prompts requiring extra time and will be assessed accordingly. Usually, homework consists of smaller assignments designed to check for understanding or provide a continuation of classroom content. Frequency of homework shall be at the teacher’s discretion. Keystone Exam Information: LAHS students shall take the Pennsylvania Keystone Exam for Literature at the end of tenth-grade English. Discipline Policy: Students are expected to bring a positive attitude to the classroom. If needed, teachers will work with building administration to rectify problematic behaviors. Failure to complete assigned tasks, coming to class unprepared, bullying, distractions, and other immaturity will not be tolerated. Teachers may assign after-school detention or refer issues to the principal or the assistant principal. Each classroom teacher will set his or her own procedures for discipline reporting unless building policy mandates a particular course of action. “Warnings” are NOT required as prerequisite interventions. Required Materials: All students should come to class prepared with a three-ring notebook/binder, paper, and pen/pencil. In addition, multi-colored highlighters will prove to be beneficial as they can help students organize and process key information. Lehighton Area School District Mission Statement: Partnering with students, families, and community to provide opportunities for life-long success through academic excellence and individual growth in a safe and supportive environment. High School Library Resources: Mrs. Potts, the high school librarian, is available each school day to assist students in conducting research and finding academic resources. Students may use “enrichment” time to visit the LAHS library and/or do so during allotted class time. Presently, our library makes the following resources available to students:

SIRS Database: A searchable collection of scholarly journals and encyclopedia articles—all suitable for research-based papers. LAHS Overdrive: Electronic versions of many of our texts, downloadable into mobile devices. Destiny Library Catalog: A searchable list of in-house resources.

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Students can access these resources online at http://lahslib.wikispaces.com

English 9 COURSE SYLLABUS ACKNOWLEDGEMENT & STUDENT INFORMATION FORM

Please complete this form and return it to school. Thank you.

Student Name: ______________________________________ Course: Eng 9 Block: _____ Parent/Guardian Name(s): __________________________________________________________ Parent/Guardian Phone Numbers: ____________________________________________________ Parent/Guardian E-mail (please print very clearly): __________________________________________ What is your preferred means of contact? PHONE Best time to contact you: _________ (please circle) E-MAIL EITHER Signing this form indicates that you have reviewed, understand, and agree to the expectations of the course as indicated on the English 9 syllabus and will help reinforce the course requirements and expectations.

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Optional: In one million words (or fewer), please describe your child in way that will help me to better to teach this course.

Do you have any questions for Ms. Marchetti? I will answer during the first week of school.

Parent/Guardian Signature: _________________________________________________________ Student Signature: ________________________________________________________________

LEHIGHTON AREA HIGH SCHOOL COURSE SYLLABUS

Poetry, Prose & Public Speaking Honors and Academic

CONTACT INFORMATION

Ms. Victoria DePaulo Language Arts 610-377-6180

[email protected] Welcome to Poetry, Prose & Public Speaking! Course Description: This course is a PUBLIC SPEAKING COURSE combined with composition and literature. Students will explore various modes of oral communication, writing and literature. They will learn new vocabulary and related grammar skills, and they will be asked to read assigned literature outside of class. Objectives and Goals: Students will be able to:

• Demonstrate confidence and skill in authentic oral communication experiences. • Demonstrate close and careful reading of texts. • Formulate multiple connections between texts, and parallel various informational and literary texts,

accessing non-fiction and authentic texts. • Be college or career ready. • Incorporate evidence (ideas, events, facts, arguments) from a variety of sources, while developing their

argument or opinion in order to show comprehension of material.

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• Continue to establish an academically focused vocabulary so as to access more complex texts and enhance public speaking prowess.

• Write with a command of conventions. What the students do this semester? Wewill…

• Writeandpresentonadailybasis• Presentoralinterpretationsofvariousgenresofpoetryandfiction• Writeandpresentatleasttwooriginalpoems• Memorizeandreciteatleasttwoshortworksofliterature• Writeandpresentatleasttwooriginalinformationalpresentationsusingresearchandtechnology• Writeandpresentatleasttwooriginalpersuasivepresentationsusingresearchandtechnology• Writeandpresentatleasttwooriginalnarrativepresentationsusingresearchandtechnology• Writeatleasttwoliteraryanalyses• Createoneproject(Academic)/Createatleasttwoindependentprojects(Honors)• Read,discussandanalyzepoetryandprose• Read,discussandanalyzeonenovel:LordoftheFlies(Golding)• Read,discussandanalyzeonenon-fictionwork:IntotheWild(Krakauer)• Reviewgrammarskillsastheypertaintoeffectivepublicspeaking• Developvocabularytobecomeamoreeffectivespeakerandwriter• Beexpectedtodress“professionally”and/orappropriatelyforformalpresentations• TakeawrittenandoralFINALEXAMduringthedesignatedfinalexamtime

Determination of Grades: *Homework, projects, essays, tests, and quizzes are assigned a point value. Oral presentations, tests, projects, essays and other compositions will account for 80% of your grade. Quizzes and homework will be worth 20%. No extra credit will be given. *Marking periods one and two will count as 80% of your grade for the course. A FINAL EXAM will be given during the designated final exam time and will be your final assessment for the course. The exam counts for 20% of your overall average for the course. *It is the student’s responsibility to check his/her grade in PowerSchool. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, the student must contact the teacher and make arrangements for completing missed work. *Students on school sanctioned activities such as sports, chorus/band will have a maximum of 2 days to complete missed work if they miss 2 or more days of school. *Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given. Classroom Rules and Discipline: All handbook rules apply in addition to the following classroom rules.

1. Arrive to class on time, prepared with necessary materials. 2. When the bell rings, be in your assigned seat and complete the Bell Ringer. 3. Food, candy, and drinks are not permitted in the classroom. 4. If you must use the lavatory, please ask during the first five minutes or last five minutes of class. 5. Putting your head down on the desk is not conducive to learning and is not allowed. 6. Disrespect or insubordination of any type will not be tolerated. 7. Do not do anything that will cause harm or injury to yourself or others in this classroom. 8. Talking during a test or quiz is not allowed and will be viewed as cheating. 9. In the event of a fire drill or fire, absolute order and silence must be maintained. 10. Respect others, especially their property! 11. Please wait for Ms. DePaulo to dismiss you when the bell rings. 12. Please inform me of any extra-curricular absences before you are absent. 13. Respect fellow classmates’ opinions, ideas, thoughts, and personal space. 14. Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated.

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THINK BEFORE YOU SPEAK & ACT! *Consequences of violating classroom rules involve the following sequence:

Ø Warning Ø Teacher detention Ø Teacher detention and/or office referral

*Ms. DePaulo’s Classroom Technology Policy: Ø LAPTOPS WILL BE PROVIDED; therefore, as a general rule, please do not use personal electronic

devices in the room as they generally are a distraction to work and education. Electronic devices are ONLY to be used at Ms. DePaulo’s discretion and NEVER DURING A TEST OR QUIZ!

Ø Please, bring ear buds or headphones to class when asked to do so. Ø If student is caught using a device without teacher permission, the following consequences will happen:

o Warning will be given o Teacher will store device in his desk until the end of the day, give the student a “0” for the test,

quiz or assignment, and may contact home o Teacher will give the personal device to administration and administrative consequences will

follow

Plagiarism Information: No form of plagiarism is acceptable and will result in a zero score. See the handbook for more information. Material Requirements:

REQUIRED:• Pencil/Pen• Notebook

SUGGESTEDADDONS:• Flashdrive/thumbdrive(HighlySuggested)• Earbuds/headphones(Highlysuggested)

Let’shaveagreatsemester!

In order to get respect, you must first GIVE respect!

Lehighton Area High School Course Syllabus: English 11 CP

Ms. DePaulo

Welcome to the 2017-18 School Year!

Teachers in the English/Language Arts Department:

Mrs. Sharon Leitzel, Department Head, Room C213 – [email protected] Mr. Eric Mushrush, Room C211 – [email protected] Mrs. Jennifer Shober-Steigerwalt, Room C206 – [email protected] Ms. Victoria DePaulo, Room C205 – [email protected] Mrs. Cristi Marchetti, Room C207 – [email protected] Mrs. Jennifer Kovach, Room C210 – [email protected] Mr. T. J. O’Connor, Room D101 – [email protected]

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Course Description: All LAHS students must successfully complete five credits in English/Language Arts for graduation. Two of these five credits are taken upon entry to the high school as freshmen. English 11 is worth one, full credit. The course covers in-depth, analytical studies in American Literature (novels, short fiction, poetry, and drama), nonfiction (memoir, informational articles, and arguments), and composition (writing, vocabulary, and grammar). The course will synthesize these three domains into fluid, comprehensive learning experiences making all LAHS students well-rounded readers and writers. This course is aligned to the Pennsylvania Core Standards for Literature, Informational Texts, and Writing. In addition, standards for speaking, listening, and using technology may be implemented to infuse 21st century learning with college and career readiness. Student Assessment: Student performance and progress can be accessed via the PowerSchool platform. If you need assistance accessing this platform, please contact the main office. Individual teachers determine Gradebook setup; however, as per building policy, all teachers must include no fewer than seven graded assignments during each marking period. Many of these assignments will be common between teachers so as to provide equity across classrooms. LAHS English teachers know that each student is a unique learner, so program adaptations and enhancements may be made to create a learning environment uniquely suitable for each student. Getting Extra Help: Free, after-school tutoring will be available throughout the school year. Sessions meet every Tuesday and Thursday from 2:30-4:00 PM. This time may also be used for assignment make-up. Course Objectives:

• demonstrate close and careful reading of texts. • formulate multiple connections between texts/parallel various informational and literary

texts, accessing non-fiction and authentic texts as well as several texts from American Literature.

• continue the staircase of complexity (i.e., each grade level requires a “step” of growth on the “staircase”) so that they are college or career ready.

• incorporate support/evidence (ideas, events, facts, arguments ) from the text while developing their argument or opinion in order to show comprehension of the text material.

• continue to establish an academically focused vocabulary so as to access more complex texts.

Plagiarism Policy:

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Plagiarism is NOT merely copying someone else’s words and presenting them as one’s own work; it also includes the theft of ideas. Students are expected to compose and submit original work. While citing the words and/or ideas of another writer is expected in research writing, proper conventions surrounding such practices need to be followed. The following website provides clear definitions and examples of plagiarism, both intentional and unintentional: http://www.plagiarism.org/learning_center/what_is_plagiarism.html In order to qualify for a score, any score, student work must be totally free of all forms of plagiarism. Student work found to be intentionally plagiarized, that is direct theft another’s words with or without subtle modifications, will receive zero credit. The English/Language Arts department has a firm ZERO TOLERANCE policy for this. It shall be at the teacher’s discretion how other forms of plagiarism are handled since each situation beyond the blatant is likely unique. Required Reading List: Listed below are the texts students will read and study throughout their academic semester in English 11. All LAHS juniors will read those selections listed hereunder as “core texts.” This provides a standard means of determining student assessment and monitoring academic growth. In addition to the core texts, teachers will choose several others deemed suitable for individual classes based on student achievement, performance levels, and interests. These “supplemental texts” provide an individualized learning experience for students designed to promote engaging reading as a life-long activity.

English 11 Honors


Native American and Early American Texts Masque of the Red Death by Edgar Allen Poe

Nonfiction Declaration of Independence and other American Historical Documents

Modern Selections from popular publications such as The New York Times

Drama The Crucible by Arthur Miller Hamlet by William Shakespeare

Novels The Great Gatsby by F. Scott Fitzgerald *See text list below

Poetry Emily Dinkinson, Walt Whitman, Robert Frost, Langston Hughes

Various Other Selections

SUPPLEMENTAL TEXTS Titles will be chosen at the teacher’s discretion and student needs/interests. Shorter works (stories and poetry) are not listed here. Please refer to the PowerSchool grade book during the school year. The Things They Carried by Tim O’Brien Cold Mountain by Charles Frasier A Farewell to Arms by Ernest Hemingway A River Runs Through It by Norman Maclean The Natural by Bernard Malamud The Scarlet Letter by Nathaniel Hawthorne Tuesday’s with Morrie by Mitch Albom

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Determination of Final Grades: The final grade breakdown shall be as follows: English 11: Marking Period #1 Average: 40% Marking Period #2 Average: 40% Final Exam English 11: 20% Homework: Each teacher shall set his or her own homework policy. This will be defined at the start of the course. No teacher shall make homework count for more than 20% of a student’s grade. NOTE: Larger assignments requiring outside-the-classroom work, such as essays and research papers, do not qualify as “homework.” They are deep-reasoning prompts requiring extra time and will be assessed accordingly. Usually, homework consists of smaller assignments designed to check for understanding or provide a continuation of classroom content. Frequency of homework shall be at the teacher’s discretion. Keystone Exam Information: LAHS students shall take the Pennsylvania Keystone Exam for Literature at the end of tenth-grade English. Discipline Policy: Students are expected to bring a positive attitude to the classroom. If needed, teachers will work with building administration to rectify problematic behaviors. Failure to complete assigned tasks, coming to class unprepared, bullying, distractions, and other immaturity will not be tolerated. Teachers may assign after-school detention or refer issues to the principal or the assistant principal. Each classroom teacher will set his or her own procedures for discipline reporting unless building policy mandates a particular course of action. “Warnings” are NOT required as prerequisite interventions. Required Materials: All students should come to class prepared with a three-ring notebook/binder, paper, and pen/pencil. In addition, multi-colored highlighters will prove to be beneficial as they can help students organize and process key information. Lehighton Area School District Mission Statement: Partnering with students, families, and community to provide opportunities for life-long success through academic excellence and individual growth in a safe and supportive environment. High School Library Resources: Mrs. Potts, the high school librarian, is available each school day to assist students in conducting research and finding academic resources. Students may use “enrichment” time to visit the LAHS library and/or do so during allotted class time. Presently, our library makes the following resources available to students:



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English 11 CP

COURSE SYLLABUS ACKNOWLEDGEMENT & STUDENT INFORMATION FORM Please complete this form and return it to school. Thank you.

Student Name: _____________________________________ Course: Eng 11 CP Block: ______ Parent/Guardian Name(s): __________________________________________________________ Parent/Guardian Phone Numbers: ____________________________________________________

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Parent/Guardian E-mail (please print very clearly): __________________________________________ What is your preferred means of contact? PHONE Best time to contact you: _________ (please circle) E-MAIL EITHER Signing this form indicates that you have reviewed, understand, and agree to the expectations of the course as indicated on the English 11 syllabus and will help reinforce the course requirements and expectations. Optional: In one million words (or fewer), please describe your child in way that will help me to better to teach this course.

Do you have any questions for Ms. DePaulo? I will answer during the first week of school.



English 11

CONTACT INFORMATION Mrs. Kovach

Language Arts 610-377-6180

[email protected]

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Time Available for Help Mrs. Kovach is available for course work assistance during her prep period, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach via email or in person to make an appointment. Course Description American Literature and Composition is a study of the major literary topics and themes across the history of the United States from pre-colonial times to present day. Students will focus on the major literary forms of the emerging nation, analyze the literary themes and trends, and research and compose papers and presentations using representative forms of discourse. A career research project is a major component of the course as well. In addition to American literature, Shakespeare’s play Hamlet will be studied; this is in keeping with the continuum of one Shakespeare work per academic year. Themes presented in Hamlet will correlate directly to American Literature.

Keystone/Common Core Standards to be Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingWriting...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.•Informative/Explanatory•Opinion/Argumentative•Narrative•ResponsetoLiterature•ProductionandDistributionofWriting•TechnologyandPublication•ConductingResearch•Credibility,Reliability,andValidityofSources•RangeofWritingSpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.•ComprehensionandCollaboration•PresentationofKnowledgeandIdeas•IntegrationofKnowledgeandIdeas•ConventionsofStandardEnglishObjectives and Goals Students will write multi-paragraph essays, journal reflections, short stories, poetry, and a research paper. Various modes of writing will be analyzed and utilized throughout the course. Within their writing, students will be able to effectively use grammar, spelling, punctuation, sentence structure, and literary style. Students will read selections from American Literature while focusing on grade-level specific eligible content. Students will be able to read for comprehension and retention. Students will strive for advanced in all state standards. Determination of Grades Homework, projects, essays, writing prompts, daily warm ups, tests, and quizzes will be assigned a point value. A total point value will be given at the conclusion of the marking period. The student’s

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total points earned will be divided by the cumulative point value of assignments, tests, quizzes, essays, projects, etc. Example: (student earned points) 786 (total possible points) 834 = 94% *It is your responsibility to check your grade in PowerSchool on a regular basis. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. If a student misses one day of school, he/she will have one day to complete the missed work. If a student misses two days, he/she will have two days to complete the missed work. If a student misses three days, he/she will have three days to complete the missed work. If a student misses three or more consecutive days of school, he/she will have a maximum of ten days upon the return to school to complete the missed work. Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given. Classroom Rules and Discipline

Mrs. Kovach’s Classroom Expectations ***All student handbook rules apply in addition to the following classroom rules. ~Arrive to class on time prepared with necessary materials. If you are late to class one time you will be warned; if late a second time consequences will follow. ~ When the bell rings, be in your assigned seat and complete the Daily Warm Up activity. ~Food, gum, candy and drinks are not permitted in the classroom. Do not bring food back from the cafeteria. ~Cell phones, iPods or mp3 players are not to be used during class unless otherwise designated by the administration and/or teacher for educational purposes. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right. Teachers may limit BYOD usage on a class-by-class or individual basis.

Ø Rules & Policies for BYOD (as per Building and district administration): 1. All devices are the responsibility of the student – teachers and Lehighton

School District are not liable for any damage or loss to personal devices.

2. Students connecting to the Internet must use the district’s Wi-Fi connection 7:30-2:30. Failure to connect to the Wi-Fi could jeopardize usage.

3. Devices must be used for teacher-directed, educational purposes only.

Teachers may limit BOYD on class-by-class basis.

4. Filming classes, taking pictures, and/or recording audio is not permitted, and violators could be referred to the police and prosecuted.

5. This privilege may be revoked for violations of school rules and policies on

an individual basis. The classroom teacher will have a policy in place for failure to follow the established class regulations regarding BYOD.

*** If cellular device is being used during class without proper permission, student will be warned. If student persists with using it inappropriately, it will be confiscated. ~ No book bags/back packs are permitted. Small purses and other school materials must be kept underneath students’ desk at all times. ~If you must use the lavatory, please ask. Please sign in and out appropriately, or you will lose your bathroom privileges. Do not ask to leave during a test or major instructional time.

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~ Putting your head down on the desk is not conducive to learning and is unacceptable. ~Your active participation in class activities is expected and is a reflection of your grade. ~Disrespect or insubordination of any type will not be tolerated. ~Do not do anything that will cause harm or injury to yourself or others in this classroom. ~Talking during a test or quiz is not allowed unless otherwise directed by teacher. ~Also, please observe respectful silence and attention during all announcements. ~In the event of a fire drill or fire, absolute order and silence must be maintained. Exit quietly down the stairwell at the end of C-hall, and continue outside to the parking lot. Line up with our class and remain quiet, so the teacher can take attendance. ~Respect the property of others. Do not touch, take, write on, or destroy anything that is not your own. ~Please remain in your seats until the bell rings. Do not line up at the door at the end of class. ~Please inform the teacher of any extra-curricular absences before you are absent. ~ Respect fellow classmates’ opinions, ideas, thoughts, and personal space. ~ Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated. THINK BEFORE YOU SPEAK & ACT! *Consequences of violating classroom rules involve the following sequence: warning, teacher detention, and/or office referral. Course Materials Writing implements, 3 ring binder, paper, Vocabulary text (Sadlier Level F), Literature textbook (McDougall – Littell), outside reading book, folder for research paper materials, and (suggestion) flash drive for digital storage Marking Period 1 or 3 Unit 1 Early American Writing ~ Native American Literature (creation myth), Exploration & Early Settlers (reports-reading a primary source, slave narrative, chronicle), The Puritan Tradition (poetry, sermon, American drama-The Crucible), Writers of the Revolution (autobiography, aphorisms, inference) Unit 2 American Romanticism ~ The Early Romantics (short story, poetry) The Fireside Poets & Transcendentalism (poems, essays), American Gothic (short story, poetry) Unit 3 From Romanticism to Realism ~ Brilliant Mavericks: Whitman & Dickinson, Literature of the Civil War Marking Period 2 or 4 Unit 4 Regionalism & Naturalism ~ Regionalism & Local Color Writing, The Rise of Naturalism, A New Role for Women Unit 5 The Harlem Renaissance & Modernism ~ The Harlem Renaissance (poetry, essays) The New Poetry, The Modern Short Story Unit 6 Contemporary Literature ~ Modern American Drama, Responses to War, Civil Rights & Protest Literature, A Mosaic of American Voices

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Required Readings – Tuesdays With Morrie, The Things They Carried (novels subject to change by availability) Plays: Arthur Miller’s The Crucible & William Shakespeare’s TheTragedyofHamlet,PrinceofDenmark Vocabulary Workshop ~ Units 1-15 (Sadlier-Common Core) weekly quizzes & warm ups Journal Reflections ~ Weekly journal reflections based on the literature of the week will be required. Writing/Research Assignment Requirements At least two major essays will be required along with a five source (8 paragraph) career based MLA research paper. A timeline will be provided with specific due dates throughout the semester. Plagiarism Any form of plagiarism or cheating in writing (misquoting, making up sources, forgetting to cite, etc.), speeches, tests, or any other form of assessment will result in a zero (0%). This includes, but is not limited, to not citing a source (in a speech or writing), reading parts of a speech from someone else’s materials. Intentional and unintentional forms of plagiarism both are not allowed and will receive zeros. Go to www.plagiarism.org to be familiar with the various types, degrees, and examples of plagiarism. No form of plagiarism is acceptable and will result in a zero score. See the handbook for more information. We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ Parent/Guardian Signature: ______________________________ Date: ____________________ Enjoy the Class!


Creative Writing (Honors)


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[email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description This45-daycourseoffersstudentswhoarebeginningtoexplorecreativewritingorwhoarewishingtofurtherdeveloptheirskillsanopportunitytostudyexperiencedwritersandapplytheirownuniquestyle.Theclasswillintroducestudentstotheprocessandtechniquesofcreativewriting.Studentswillexperimentwithvarioustypesofwritingincludingthewritingofpoetry,fiction,drama,andchildren’sliterature.Classreadingswillexposestudentstovariouswritingstylesandprovideexamplesofthesuccessesandstrategiesofotherwriters.Classtimewillbespentdiscussingthewriter’scraft,theassignedreadings,andstudentwriting.Wewillalsoreadandcritiqueeachother’sworkinaseminarforumwiththeeventualconsiderationforpublication.HonorsExpectations:Studentsenrolledinthiscoursemustpossesstheability,interest,anddispositionofanadvancedlearner.Honorstudentsareexpectedtotakegreaterresponsibilityforhisorherlearningandmaintainmotivationtofurtherchallengethemselvestoacademicandpersonaladvancement.Thisclassaddressesthesamestandards,buttheexpectationisthathonorstudentsgodeeperintothecontent,andhavehigherexpectationsforboththequalityandquantityofstudentwork.*Plagiarismisunacceptable,andstudentswhoplagiarizewillreceiveafailinggradeasaconsequence.Pennsylvania Core Standards Addressed WritingStandards

• Write poems, short stories, and plays. Apply various organizational methods. • Include literary elements and devices. • Construct a strong story line with illustrative details. • Include elements of style in writing to develop a personal style • Revise writing to improve style, word choice, sentence variety, and subtlety of meaning

after rethinking how questions of purpose, audience, and genre have been addressed.

• AnalyzetheroleandplaceofstandardAmericanEnglishinspeech,writing,andliterature. Evaluateasareaderhowanauthor’schoiceofwordsadvancesthethemeorpurposeofa work.Choosewordsappropriately,whenwriting,toadvancethethemeorpurposeofa work.

• Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language.

Objectives and Goals Studentswillread,interpret,andanalyzeliteraturetogainabetterunderstandingoftheartisticcraftofwriting.Studentswillidentifystylesofpoetryandutilizethisknowledgetocreatetheir

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owncollectionofpoems.Fictionwritingisanothermainfocusofthecourse,sostudentswillbeabletoidentifyandunderstandliterarytechniquesusedbyaccomplishedwriters.Studentswillthenapplythisknowledgetotheirownfictionalwriting.Additionally,studentswilllearnpropergrammarandpunctuationskillstouseintheirwritingandediting.Bytheendofthiscoursestudentswillhavecreatedaportfolioofpoetry,shortstories,andplays.Acommunitydonationprojectintheformofachildren’sbookorpoetrycollectionforalocalseniorhomeand/orelementaryschoolwillalsobeacoursecomponent.Determination of Grades *Creative writing pieces, daily writing prompts, tests, and quizzes will be assigned a point value. *A total point value will be given at the conclusion of the marking period. *The student’s total points earned will be divided by the cumulative point value of writing assignments, tests, quizzes, projects, etc.

Example: (student earned points) 786 (total possible points) 834 = 94%

*It is the student’s responsibility to check his/her grade in PowerSchool. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. *Students on school sanctioned activities like sports, chorus/band will have a maximum of 2 days to complete missed work if they miss 2 or more days of school. *Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given. Classroom Rules and Discipline All handbook rules apply in addition to the following classroom rules.

15. Arrive to class on time, prepared with necessary materials. 16. When the bell rings, be in your assigned seat and complete the Daily Warm Up 17. Food, candy, and drinks are not permitted in the classroom. 18. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right.

Teachers may limit BYOD usage on a class-by-class or individual basis. Ø Rules & Policies for BYOD (as per Building and district administration):

6. All devices are the responsibility of the student – teachers and Lehighton School District are not liable for any damage or loss to personal devices.

7. Students connecting to the internet must use the district’s Wi-Fi connection

7:30-2:30. Failure to connect to the Wi-Fi could jeopardize usage.

8. Devices must be used for teacher-directed, educational purposes only. Teachers may limit BOYD on class-by-class basis.

9. Filming classes, taking pictures, and/or recording audio is not permitted, and

violators could be referred to the police and prosecuted.

10. This privilege may be revoked for violations of school rules and policies on an individual basis. The classroom teacher will have a policy in place for failure to follow the established class regulations regarding BYOD. MRS. KOVACH’S CLASSROOM POLICY ON BYOD TO FOLLOW AFTER RULES SECTION.

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19. If you must use the lavatory, please ask. 20. Putting your head down on the desk is not conducive to learning and is not allowed. 21. Disrespect or insubordination of any type will not be tolerated. 22. Do not do anything that will cause harm or injury to yourself or others in this classroom. 23. Talking during a test or quiz is not allowed. 24. In the event of a fire drill or fire, absolute order and silence must be maintained. 25. Respect the property of others. 26. Please remain in your seats until the bell rings. 27. Please inform the teacher of any extra-curricular absences before you are absent. 28. Respect fellow classmates’ opinions, ideas, thoughts, and personal space. 29. Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated.


Ø Warning Ø Teacher detention & phone call to parent/guardian Ø And/or office referral

*Mrs. Kovach’s Classroom BYOD Policy: Ø Electronic devices are ONLY to be used at Mrs. Kovach’s discretion. Ø When in use, there should not be sound coming out of student’s electronic device. Please,

bring ear buds or headphones to class each day. Ø If student is caught with a device WITHIN SIGHT OF THE TEACHER during a test or

quiz, even if student is not using said device, the student will automatically receive a zero on said test/quiz.

Ø If student is caught using device without teacher permission, the following consequences will happen:

o 1st offense: warning o 2nd offense: teacher will store device in her desk until the end of the day/phone

call home o 3rd offense and beyond: teacher will give device to administration and

administrative consequences will follow

Material Requirements

REQUIRED:• Pencil/Pen(ofvaryingcolorsifdesired)• Writer’sJournal

SUGGESTEDADDONS:• Flashdrive/thumbdrive• Red(orotherbrightcolor)EditingPen• Earbuds/headphones• 3-holelinedpaper

Plagiarism Information

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No form of plagiarism is acceptable and will result in a zero score. See the handbook for more information. You may also access a great article from the following website: http://www.plagiarism.org/learning_center/what_is_plagiarism.html _____________________________________________________________________________ ****The student and parent/guardian will be given a paper to sign. You do not need to print this. ******* We (student and parent/guardian) have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ (Print Name):__________________________________________ Date:____________________ Parent/Guardian Signature: ______________________________ Date: ____________________


English 12 College Prep



[email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep period, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description This senior level English course focuses on British, American, and world literature. In preparation for college level English courses, the class emphasizes critical thinking and writing skills based on the Pennsylvania Common Core Standards. Students will study prose, poetry, and drama from major periods in English and world history. An overview of the historical, social, and cultural influences of the time periods will also be studied in order to explore the context in which the literature was produced. Emphasis will be placed on effective writing and proper source documentation. A literary based research paper is also a course requirement. Required outside

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reading assignments will include three literary selections by a British, American, and/or world author. Keystone/Common Core Standards Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingWriting...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.•Informative/Explanatory•Opinion/Argumentative•Narrative•ResponsetoLiterature•ProductionandDistributionofWriting•TechnologyandPublication•ConductingResearch•Credibility,Reliability,andValidityofSources•RangeofWritingSpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.•ComprehensionandCollaboration•PresentationofKnowledgeandIdeas•IntegrationofKnowledgeandIdeas•ConventionsofStandardEnglishObjectives and Goals

• Students will study the prose, poetry and drama from major periods of British literature. • Students will read, discuss, and write about the historical, social, and cultural backgrounds of

each period. • Students will interpret and analyze various literatures in both oral and written modes. Special

emphasis will be placed on grammatical and stylistic considerations. • Students will produce a variety of literary criticisms and research essays which contain clear

thesis statements, convincing support, references and documentation in MLA (Modern Language Association) Style.

• Students will read two literary pieces of substantial length (such as a novel or play) to fulfill the outside reading requirement.

Determination of Grades Homework, projects, essays, writing prompts, daily warm ups, tests, and quizzes will be assigned a point value. A total point value will be given at the conclusion of the marking period. The student’s total points earned will be divided by the cumulative point value of assignments, tests, quizzes, essays, projects, etc. Example: (student earned points) 786 (total possible points) 834 = 94% *It is your responsibility to check your grade in PowerSchool on a regular basis. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. If a student misses one day of school, he/she will have one day to complete the missed work. If a student misses two days, he/she will have two days to complete the missed work. If a student misses three days, he/she will have three days to complete

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the missed work. If a student misses three or more consecutive days of school, he/she will have a maximum of ten days upon the return to school to complete the missed work. Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given. Classroom Rules and Discipline All handbook rules apply in addition to the following classroom rules.

30. Arrive to class on time, prepared with necessary materials. 31. When the bell rings, be in your assigned seat and complete the Daily Warm Up/Bell Ringer. 32. Food, candy, and drinks are not permitted in the classroom. 33. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right.



12. Students connecting to the Internet must use the district’s Wi-Fi connection









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call home o 3rd offense and beyond: teacher will give device to administration and

administrative consequences will follow


REQUIRED:• Pencil/Pen• Atleastone1”Binder(specificallyformyclass)

SUGGESTEDADDONS:• Flashdrive/thumbdrive• Earbuds/headphones• 3-hole,linedpaperforbinder

Topics to be Covered and Timeline for the Course

Unit 1: Anglo-Saxon England (Weeks 1-3) – Study of historical context, the emergence of the English language, timelines, and the legacy of the era. Reading and discussion of Beowulf, translated by Seamus Heaney as well as lyrical selections from the Exeter book. Literary Analysis Focus: Epic poetry and historical writing. Unit 2: Medieval England (Weeks 4-6)– Study of historical context, evolution of Old English to Middle English, timelines and the legacy of the era. Reading and discussion of The Canterbury Tales by Geoffrey Chaucer, various popular folk ballads, Everyman, and selections from “Sir Gawain and the Green Knight” and “Le Morte d’Arthur” by Sir Thomas Malory. Literary Analysis Focus: Medieval narratives, ballad form, Morality plays, didactic literature and allegory, and Romance. Unit 3: The English Renaissance (Weeks 7-10) – A Study of human achievements in the Renaissance, historical contexts, a changing language, timelines and the legacy of the era. Reading and discussion of Macbeth by William Shakespeare, excerpts from Chronicles by Raphael Holinshed, various sonnets by Shakespeare, Spenser, and Petrarch, various Elizabethan (Elizabeth I, Christopher Marlowe, Sir Walter Raleigh), Cavalier (Andrew Marvell, Robert Herrick, Richard Lovelace) and Metaphysical poems (John Donne, John Milton, Ben Jonson.) Literary Analysis focus: Sonnet form, Shakespearean tragedy, the language of drama, historical accounts, rhetorical devices, metaphysical conceits and arguments, figurative language.

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Unit 4: The Age of Romanticism (Weeks 11-13)– The question of the times: emotion or experimentation? Examination of the historical context (reaction against neoclassicism), the changing language, timeline, and the legacy of the era. Reading and discussion of poetry of William Blake and Robert Burns. Reading and discussion of the Lake Poets: William Wordsworth and Samuel Taylor Coleridge. Reading and discussion of the second generation romantics: Percy Bysshe Shelley and John Keats. Literary Analysis Focus: Romanticism, form and meaning in poetry, reflective writing, lyric poems, symbolism, literary ballads, sensory imagery, figurative language, odes. Unit 5: Modern and Contemporary Literature (Weeks 14-16)– An analysis of new ideas and new voices. An examination of the historical context (definition and challenge of modernism), the changing language, timeline, and the legacy of the era. Reading and discussion of literature of the following writers: T.S.Eliot, W. H. Auden, Dylan Thomas, William Butler Yeats, James Joyce, Aldous Huxley, Elie Weisel, Arthur Miller, Seamus Heaney, Samuel Beckett, J.D. Salinger, Ted Hughes, Tobias Wolff, Katherine Mansfield. Literary Analysis Focus: Modernism, literature as social criticism, memoir, symbolism and irony, point of view, psychological fiction, free verse, figurative language. Included within each of the historical eras above will be regular vocabulary lessons, weekly writing prompts and independent readings (novel/play).

Writing/Research Assignment Requirements Students will complete an Independent Literary Study Project (paper), which involves selecting a book of student’s choice pending teacher approval. A timeline of due dates, rubrics, and expectations will be detailed in class. Plagiarism Information No form of plagiarism is acceptable and will result in a zero score. See handbook for more information. ****The student and parent/guardian will be given a paper to sign. You do not need to print this. ******* We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time

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is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ (Print Name):__________________________________________ Date:____________________ Parent/Guardian Signature: ______________________________ Date: ____________________


English 11 Honors



[email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep period, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description This course is a combination of composition and American Literature. Students will be exposed to various American authors to get a better understanding of heritage and culture. Students will write paragraphs, three main types of essays, and a research paper. Students are required to read assigned literature outside of class. In addition to American Literature, the play Hamlet will be studied; this is in keeping with the continuum of one Shakespeare work per academic year. Themes of Hamlet will correlate directly to American Literature. HonorsExpectations:Studentsenrolledinthiscoursemustpossesstheability,interest,anddispositionofanadvancedlearner.Honorstudentsareexpectedtotakegreaterresponsibilityforhisorherlearningandmaintainmotivationtofurtherchallengethemselvestoacademicandpersonaladvancement.Thisclassaddressesthesamestandards,buttheexpectationisthathonorstudentsgodeeperintothecontent,andhavehigherexpectationsforboththequalityandquantityofstudentwork.Keystone/Common Core Standards to be Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.

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•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingWriting...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.•Informative/Explanatory•Opinion/Argumentative•Narrative•ResponsetoLiterature•ProductionandDistributionofWriting•TechnologyandPublication•ConductingResearch•Credibility,Reliability,andValidityofSources•RangeofWritingSpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.•ComprehensionandCollaboration•PresentationofKnowledgeandIdeas•IntegrationofKnowledgeandIdeas•ConventionsofStandardEnglishObjectives and Goals Students will write single and multi-paragraph essays, short stories, poetry, and a research paper. In writing, students will be able to effectively use grammar, spelling, punctuation, sentence structure, and literary style. Students will read selections from American Literature while focusing on grade-level specific eligible content. Students will be able to read for comprehension and retention. Students will strive for advanced in all state standards listed above. Determination of Grades Homework, projects, essays, writing prompts, daily warm ups, tests, and quizzes will be assigned a point value. A total point value will be given at the conclusion of the marking period. The student’s total points earned will be divided by the cumulative point value of assignments, tests, quizzes, essays, projects, etc. Example: (student earned points) 786 (total possible points) 834 = 94% *It is your responsibility to check your grade in PowerSchool on a regular basis. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. If a student misses one day of school, he/she will have one day to complete the missed work. If a student misses two days, he/she will have two days to complete the missed work. If a student misses three days, he/she will have three days to complete the missed work. If a student misses three or more consecutive days of school, he/she will have a maximum of ten days upon the return to school to complete the missed work. Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given.

Mrs. Kovach’s Classroom Expectations

***All student handbook rules apply in addition to the following classroom rules. ~Arrive to class on time prepared with necessary materials. If you are late to class one time you will be warned; if late a second time consequences will follow. ~ When the bell rings, be in your assigned seat and complete the Daily Warm Up. ~Food, gum, candy and drinks are not permitted in the classroom. Do not bring food back from the cafeteria. ~Cell phones, iPods or mp3 players are not to be used during class unless otherwise

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designated by the administration and/or teacher for educational purposes. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right. Teachers may limit BYOD usage on a class-by-class or individual basis.









*** If cellular device is being used during class without proper permission, student will be warned. If student persists with using it inappropriately, it will be confiscated. ~ No book bags/back packs are permitted. Small purses and other school materials must be kept underneath students’ desk at all times. ~If you must use the lavatory, please ask. Please sign in and out appropriately, or you will lose your bathroom privileges. Do not ask to leave during a test or major instructional time. ~ Putting your head down on the desk is not conducive to learning and is unacceptable. ~Your active participation in class activities is expected and is a reflection of your grade. ~Disrespect or insubordination of any type will not be tolerated. ~Do not do anything that will cause harm or injury to yourself or others in this classroom. ~Talking during a test or quiz is not allowed unless otherwise directed by teacher. ~Also, please observe respectful silence and attention during all announcements. ~In the event of a fire drill or fire, absolute order and silence must be maintained. Exit quietly down the stairwell at the end of C-hall, and continue outside to the parking lot. Line up with our class and remain quiet, so the teacher can take attendance. ~Respect the property of others. Do not touch, take, write on, or destroy anything that is not your own. ~Please remain in your seats until the bell rings. Do not line up at the door at the end of class. ~Please inform the teacher of any extra-curricular absences before you are absent. ~ Respect fellow classmates’ opinions, ideas, thoughts, and personal space. ~ Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated. THINK BEFORE YOU SPEAK & ACT! *Consequences of violating classroom rules involve the following sequence: warning, teacher detention, and/or office referral.

Course Materials

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Writing implements, 3 ring binder, paper, Vocabulary text (Sadlier Level F), Literature textbook (McDougall – Littell), outside reading book, folder for materials (returned papers, etc.) Topics to be Covered and Timeline for the Course Marking Period 1 or 3 Unit 1 Early American Writing ~ Native American Literature (creation myth), Exploration & Early Settlers (reports-reading a primary source, slave narrative, chronicle), The Puritan Tradition (poetry, sermon, American drama-The Crucible), Writers of the Revolution (autobiography, aphorisms, inference) Unit 2 American Romanticism ~ The Early Romantics (short story, poetry) The Fireside Poets & Transcendentalism (poems, essays), American Gothic (short story, poetry) Unit 3 From Romanticism to Realism ~ Brilliant Mavericks: Whitman & Dickinson, Literature of the Civil War Marking Period 2 or 4 Unit 4 Regionalism & Naturalism ~ Regionalism & Local Color Writing, The Rise of Naturalism, A New Role for Women Unit 5 The Harlem Renaissance & Modernism ~ The Harlem Renaissance (poetry, essays) The New Poetry, The Modern Short Story Unit 6 Contemporary Literature ~ Modern American Drama, Responses to War, Civil Rights & Protest Literature, A Mosaic of American Voices William Shakespeare’s: The Tragedy of Hamlet, Prince of Denmark Required Outside Readings – The Scarlet Letter, Farewell to Arms and/or Cold Mountain, The Things They Carried (novels subject to change by availability) Vocabulary Workshop ~ Units 1-15 (Sadlier Level F-Common Core) weekly quizzes & warm ups Writing/Research Assignment Requirements Students will complete an Independent Literary Study Project (paper), which involves selecting a book of student’s choice pending teacher approval. A timeline of due dates, rubrics, and expectations will be detailed in class. Additional literary criticisms will also be required. Plagiarism Any form of plagiarism or cheating in writing (misquoting, making up sources, forgetting to cite, etc.), speeches, tests, or any other form of assessment will result in a zero (0%). This includes, but is not limited, to not citing a source (in a speech or writing), reading parts of a speech from someone else’s materials. Intentional and unintentional forms of plagiarism both are not allowed and will receive zeros. Go to www.plagiarism.org to be familiar with the various types, degrees, and examples of plagiarism.

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We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Enjoy the Class! Student Signature: ______________________________________ Date: ___________________ (Print Name):__________________________________________ Date:____________________ Parent/Guardian Signature: ______________________________ Date: ____________________ ****The student and parent/guardian will be given a paper to sign. You do not need to print this. *******

LEHIGHTON AREA HIGH SCHOOL COURSE SYLLABUS Creative Writing (College Prep)

CONTACT INFORMATION

Mrs. Kovach Language Arts

610-377-6180 [email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description This45-daycourseoffersstudentswhoarebeginningtoexplorecreativewritingorwhoarewishingtofurtherdeveloptheirskillsanopportunitytostudyexperiencedwritersandapplytheirownuniquestyle.Theclasswillintroducestudentstotheprocessandtechniquesofcreativewriting.Studentswillexperimentwithvarioustypesofwritingincludingthewritingofpoetry,fiction,drama,andchildren’sliterature.Classreadingswillexposestudentstovariouswritingstylesandprovideexamplesofthesuccessesandstrategiesofotherwriters.Classtimewillbespentdiscussingthewriter’scraft,theassignedreadings,andstudentwriting.Wewillalsoreadandcritiqueeachother’sworkinaseminarforumwiththeeventualconsiderationforpublication.*Plagiarismisunacceptable,andstudentswhoplagiarizewillreceiveafailinggradeasaconsequence.Pennsylvania Core Standards Addressed WritingStandards

• Write poems, short stories, and plays. Apply various organizational methods. • Include literary elements and devices. • Construct a strong story line with illustrative details.

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• Include elements of style in writing to develop a personal style • Revise writing to improve style, word choice, sentence variety, and subtlety of meaning

after rethinking how questions of purpose, audience, and genre have been addressed.

• AnalyzetheroleandplaceofstandardAmericanEnglishinspeech,writing,andliterature. Evaluateasareaderhowanauthor’schoiceofwordsadvancesthethemeorpurposeofa work.Choosewordsappropriately,whenwriting,toadvancethethemeorpurposeofa work.

• Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language.

Objectives and Goals Studentswillread,interpret,andanalyzeliteraturetogainabetterunderstandingoftheartisticcraftofwriting.Studentswillidentifystylesofpoetryandutilizethisknowledgetocreatetheirowncollectionofpoems.Fictionwritingisanothermainfocusofthecourse,sostudentswillbeabletoidentifyandunderstandliterarytechniquesusedbyaccomplishedwriters.Studentswillthenapplythisknowledgetotheirownfictionalwriting.Additionally,studentswilllearnpropergrammarandpunctuationskillstouseintheirwritingandediting.Bytheendofthiscoursestudentswillhavecreatedaportfolioofpoetry,shortstories,andplays.Acommunitydonationprojectintheformofachildren’sbookorpoetrycollectionforalocalseniorhomeand/orelementaryschoolwillalsobeacoursecomponent.Determination of Grades *Creative writing pieces, daily writing prompts, tests, and quizzes will be assigned a point value. *A total point value will be given at the conclusion of the marking period. *The student’s total points earned will be divided by the cumulative point value of writing assignments, tests, quizzes, projects, etc.

Example: (student earned points) 786 (total possible points) 834 = 94%

*It is the student’s responsibility to check his/her grade in PowerSchool. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. *Students on school sanctioned activities like sports, chorus/band will have a maximum of 2 days to complete missed work if they miss 2 or more days of school. *Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given. Classroom Rules and Discipline All handbook rules apply in addition to the following classroom rules.

45. Arrive to class on time, prepared with necessary materials. 46. When the bell rings, be in your assigned seat and complete the Daily Warm Up 47. Food, candy, and drinks are not permitted in the classroom. 48. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right.


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22. Students connecting to the internet must use the district’s Wi-Fi connection














call home

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o 3rd offense and beyond: teacher will give device to administration and administrative consequences will follow


REQUIRED:• Pencil/Pen(ofvaryingcolorsifdesired)• Writer’sJournal

SUGGESTEDADDONS:• Flashdrive/thumbdrive• Red(orotherbrightcolor)EditingPen• Earbuds/headphones• 3-holelinedpaper

Plagiarism Information No form of plagiarism is acceptable and will result in a zero score. See the handbook for more information. You may also access a great article from the following website: http://www.plagiarism.org/learning_center/what_is_plagiarism.html _____________________________________________________________________________ ****The student and parent/guardian will be given a paper to sign. You do not need to print this. ******* We (student and parent/guardian) have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ (Print Name):__________________________________________ Date:____________________ Parent/Guardian Signature: ______________________________ Date: ____________________



CONTACT INFORMATION

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Mrs. Kovach Language Arts

610-377-6180 [email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep time, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description This course includes a study of English grammar, vocabulary development, spelling, and word usage. Much time is spent on student writing including sentence development, book reporting, research, and compositions. The literature includes fiction, nonfiction, poetry, and drama. Students are required to read several books outside of the regular curriculum. Keystone/Common Core Standards to be Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.

� KeyIdeasandDetails � CraftandStructure� IntegrationofKnowledgeandIdeas � VocabularyAcquisitionandUse� RangeofReading

ReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.


Writing...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.

� Informative/Explanatory � Opinion/Argumentative� Narrative � ResponsetoLiterature� ProductionandDistributionofWriting � TechnologyandPublication� ConductingResearch � Credibility,Reliability,andValidityofSources� RangeofWriting

SpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.

� ComprehensionandCollaboration � PresentationofKnowledgeandIdeas� IntegrationofKnowledgeandIdeas � ConventionsofStandardEnglish

Objectives and Goals By the end of this course, you should be able to read, analyze, and interpret literature independently, read critically in all content areas, write creatively and knowledgably, speak and listen effectively, determine characteristics and functions of the English language, and apply research techniques.

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Determination of Grades Homework, projects, essays, writing prompts, daily warm ups, tests, and quizzes will be assigned a point value. A total point value will be given at the conclusion of the marking period. The student’s total points earned will be divided by the cumulative point value of assignments, tests, quizzes, essays, projects, etc. Example: (student earned points) 786 (total possible points) 834 = 94% *It is your responsibility to check your grade in PowerSchool on a regular basis. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. If a student misses one day of school, he/she will have one day to complete the missed work. If a student misses two days, he/she will have two days to complete the missed work. If a student misses three days, he/she will have three days to complete the missed work. If a student misses three or more consecutive days of school, he/she will have a maximum of ten days upon the return to school to complete the missed work. Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given.

Mrs. Kovach’s Classroom Expectations ***All student handbook rules apply in addition to the following classroom rules. ~Arrive to class on time prepared with necessary materials. If you are late to class one time you will be warned; if late a second time consequences will follow. ~ When the bell rings, be in your assigned seat and complete the Daily Warm Up activity. ~Food, gum, candy and drinks are not permitted in the classroom. Do not bring food back from the cafeteria. ~Cell phones, iPods or mp3 players are not to be used during class unless otherwise designated by the administration and/or teacher for educational purposes. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right. Teachers may limit BYOD usage on a class-by-class or individual basis.









*** If cellular device is being used during class without proper permission, student will be warned. If student persists with using it inappropriately, it will be confiscated. ~ No book bags/back packs are permitted. Small purses and other school materials must be kept underneath students’ desk at all times.

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~If you must use the lavatory, please ask. Please sign in and out appropriately, or you will lose your bathroom privileges. Do not ask to leave during a test or major instructional time. ~ Putting your head down on the desk is not conducive to learning and is unacceptable. ~Your active participation in class activities is expected and is a reflection of your grade. ~Disrespect or insubordination of any type will not be tolerated. ~Do not do anything that will cause harm or injury to yourself or others in this classroom. ~Talking during a test or quiz is not allowed unless otherwise directed by teacher. ~Also, please observe respectful silence and attention during all announcements. ~In the event of a fire drill or fire, absolute order and silence must be maintained. Exit quietly down the stairwell at the end of C-hall, and continue outside to the parking lot. Line up with our class and remain quiet, so the teacher can take attendance. ~Respect the property of others. Do not touch, take, write on, or destroy anything that is not your own. ~Please remain in your seats until the bell rings. Do not line up at the door at the end of class. ~Please inform the teacher of any extra-curricular absences before you are absent. ~ Respect fellow classmates’ opinions, ideas, thoughts, and personal space. ~ Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated. THINK BEFORE YOU SPEAK & ACT! *Consequences of violating classroom rules involve the following sequence: warning, teacher detention, and/or office referral.

Course Materials Writing implements, 3 ring binder, paper, Vocabulary text (Sadlier Level E), Literature textbook (McDougall – Littell), outside reading book, folder for research paper materials, and (suggestion) flash drive for digital storage Topics to be Covered and Timeline for the Course Students are required to read novels outside class. We encourage you to purchase a copy of the book so notes may be written in margins, however the Lehighton Area High School library has copies of the books available on a first-come/first-serve basis. The following books will be read outside class this semester (not necessarily in this order): *To Kill a Mockingbird by Harper Lee The Metamorphosis by Franz Kafka *The Lovely Bones by Alice Seabold *The Secret Life of Bees by Sue Monk Kidd Breakfast at Tiffany’s by Truman Capote Vocabulary Workshop ~ Units 1-15 (Sadlier-Common Core Level E) weekly quizzes & warm ups Journal Reflections ~ Weekly journal reflections based on the literature of the week will be required Writing/Research Assignment Requirements Students will complete a literary research paper throughout the duration of the course. A timeline will be provided with specific due dates throughout the semester. Additional literary criticisms and journal responses will also be required course components. Students will complete a paper

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appropriate for their grade level, even if they are in a class of mixed grades. A timeline will be provided with specific due dates throughout the semester. Plagiarism Any form of plagiarism or cheating in writing (misquoting, making up sources, forgetting to cite, etc.), speeches, tests, or any other form of assessment will result in a zero (0%). This includes, but is not limited, to not citing a source (in a speech or writing), reading parts of a speech from someone else’s materials. Intentional and unintentional forms of plagiarism both are not allowed and will receive zeros. Go to www.plagiarism.org to be familiar with the various types, degrees, and examples of plagiarism. We (student and parent/guardian) have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: __________________ Parent/Guardian Signature: ______________________________ Date: __________________

Enjoy the Class!





[email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep time, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description American Literature and Composition is a study of the major literary topics and themes across the history of the United States from pre-colonial times to present day. Students will focus on the major literary forms of the emerging nation, analyze the literary themes and trends, and research and compose several papers and presentations using representative forms of discourse. In addition to American Literature, Shakespeare’s play Hamlet will be studied; this is in keeping with the continuum at Lehighton High School of one Shakespeare work per academic year. Themes presented in Hamlet will correlate directly to American Literature.

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Keystone/Common Core Standards to be Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingWriting...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.•Informative/Explanatory•Opinion/Argumentative•Narrative•ResponsetoLiterature•ProductionandDistributionofWriting•TechnologyandPublication•ConductingResearch•Credibility,Reliability,andValidityofSources•RangeofWritingSpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.•ComprehensionandCollaboration•PresentationofKnowledgeandIdeas•IntegrationofKnowledgeandIdeas•ConventionsofStandardEnglishObjectives and Goals Students will write single and multi-paragraph essays focusing on analysis of short stories, essays, drama, and poetry. Students will write an extensive research paper based on future career interest. In writing, students will be able to effectively use grammar, spelling, punctuation, sentence structure, and literary style. Students will read selections from American Literature while focusing on grade-level specific eligible content. Students will be able to read for comprehension and retention. Students will strive for advanced in all state standards listed above. Determination of Grades Homework, projects, essays, writing prompts, daily warm ups, tests, and quizzes will be assigned a point value. A total point value will be given at the conclusion of the marking period. The student’s total points earned will be divided by the cumulative point value of assignments, tests, quizzes, essays, projects, etc. Example: (student earned points) 786 (total possible points) 834 = 94% *It is your responsibility to check your grade in PowerSchool on a regular basis. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. If a student misses one day of school, he/she will have one day to complete the missed work. If a student misses two days, he/she will have two days to complete the missed work. If a student misses three days, he/she will have three days to complete the missed work. If a student misses three or more consecutive days of school, he/she will have a maximum of ten days upon the return to school to complete the missed work. Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given.

Mrs. Kovach’s Classroom Expectations ***All student handbook rules apply in addition to the following classroom rules. ~Arrive to class on time prepared with necessary materials. If you are late to class one time you will be warned; if late a second time consequences will follow. ~ When the bell rings, be in your assigned seat and complete the Daily Warm Up activity.

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~Food, gum, candy and drinks are not permitted in the classroom. Do not bring food back from the cafeteria. ~Cell phones, tablets, and/or Ipads are not to be used during class unless otherwise designated by the administration and/or teacher for educational purposes. Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right. Teachers may limit BYOD usage on a class-by-class or individual basis.









*** If cellular device is being used during class without proper permission, student will be warned. If student persists with using it inappropriately, it will be confiscated. ~ No book bags/back packs are permitted. Small purses and other school materials must be kept underneath students’ desk at all times. ~If you must use the lavatory, please ask. Please sign in and out appropriately, or you will lose your bathroom privileges. Do not ask to leave during a test or major instructional time. ~ Putting your head down on the desk is not conducive to learning and is unacceptable. ~Your active participation in class activities is expected and is a reflection of your grade. ~Disrespect or insubordination of any type will not be tolerated. ~Do not do anything that will cause harm or injury to yourself or others in this classroom. ~Talking during a test or quiz is not allowed unless otherwise directed by teacher. ~Also, please observe respectful silence and attention during all announcements. ~In the event of a fire drill or fire, absolute order and silence must be maintained. Exit quietly down the stairwell at the end of C-hall, and continue outside to the parking lot. Line up with our class and remain quiet, so the teacher can take attendance. ~Respect the property of others. Do not touch, take, write on, or destroy anything that is not your own. ~Please remain in your seats until the bell rings. Do not line up at the door at the end of class. ~Please inform the teacher of any extra-curricular absences before you are absent. ~ Respect fellow classmates’ opinions, ideas, thoughts, and personal space. ~ Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated. THINK BEFORE YOU SPEAK & ACT! *Consequences of violating classroom rules involve the following sequence: warning, teacher detention, and/or office referral.

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Course Materials Writing implements, 3 ring binder, paper, Vocabulary text (Sadlier Level F), Literature textbook (McDougall – Littell), outside reading book, folder for research paper materials, and (suggestion) flash drive for digital storage Topics to be Covered and Timeline for the Course Marking Period 1 or 3 Unit 1 Early American Writing ~ Native American Literature (creation myth), Exploration & Early Settlers (reports-reading a primary source, slave narrative, chronicle), The Puritan Tradition (poetry, sermon, American drama-The Crucible), Writers of the Revolution (autobiography, aphorisms, inference) Unit 2 American Romanticism ~ The Early Romantics (short story, poetry) The Fireside Poets & Transcendentalism (poems, essays), American Gothic (short story, poetry) Unit 3 From Romanticism to Realism ~ Brilliant Mavericks: Whitman & Dickinson, Literature of the Civil War Marking Period 2 or 4 Unit 4 Regionalism & Naturalism ~ Regionalism & Local Color Writing, The Rise of Naturalism, A New Role for Women Unit 5 The Harlem Renaissance & Modernism ~ The Harlem Renaissance (poetry, essays) The New Poetry, The Modern Short Story Unit 6 Contemporary Literature ~ Modern American Drama, Responses to War, Civil Rights & Protest Literature, A Mosaic of American Voices Required Readings – The Great Gatsby, The Things They Carried (novels subject to change by availability) Plays: Arthur Miller’s The Crucible & William Shakespeare’s TheTragedyofHamlet,PrinceofDenmark Vocabulary Workshop ~ Units 1-15 (Sadlier-Common Core) Weekly assignments included as both homework and/or daily warm ups are to be completed for each unit. Vocabulary quizzes are on Fridays for the most part unless otherwise modified. Journal Reflections ~ Essential questions generated from current literary discussions are required as well and will be presented in the form of assignments or warm ups. Writing/Research Assignment Requirements Students will complete a literary research paper throughout the duration of the course. A timeline will be provided with specific due dates throughout the semester. Additional literary criticisms and journal responses will also be required course components. Plagiarism

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Any form of plagiarism or cheating in writing (misquoting, making up sources, forgetting to cite, etc.), speeches, tests, or any other form of assessment will result in a zero (0%). This includes, but is not limited, to not citing a source (in a speech or writing), reading parts of a speech from someone else’s materials. Intentional and unintentional forms of plagiarism both are not allowed and will receive zeros. Go to www.plagiarism.org to be familiar with the various types, degrees, and examples of plagiarism. We (student and parent/guardian) have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ Parent/Guardian Signature: ______________________________ Date: ____________________

Enjoy the Class!


Honors Novels


Language Arts~Room C-210 610-377-6180

[email protected]

Time Available for Help Mrs. Kovach is available for course work assistance during her prep block, enrichment, and/or after school. If you are in need of help, please contact Mrs. Kovach to make an appointment. Course Description This is the ultimate course in reading for those who want to increase their knowledge through books with which they may or may not be familiar. Novels, short stories, and essays will be used from American and World Literature, lists of classics and best sellers. Independent reading is required. This course will be highly beneficial for those who are college bound. Honors level courses are more demanding in terms of academic rigor but also in terms of student conduct and ethics. There is an honor code in place that should be respected by all, but especially those at the honors level course of study. Course Objectives and Goals Students will be exposed to a vast selection of literary works and their respective authors. Students will be able to read for understanding and appreciation. Students will be able to analyze, explicate,

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and interpret literature. Students will respond to literary questions and topics orally and through writing. Students will explore the different interpretations of their classmates through organized discussion. It is imperative that you keep up with nightly reading assignments as there will be a reading quiz/assessment daily. Keystone/Common Core Standards to be Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.•KeyIdeasandDetails•CraftandStructure•IntegrationofKnowledgeandIdeas•VocabularyAcquisitionandUse•RangeofReadingWriting...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.•Informative/Explanatory•Opinion/Argumentative•Narrative•ResponsetoLiterature•ProductionandDistributionofWriting•TechnologyandPublication•ConductingResearch•Credibility,Reliability,andValidityofSources•RangeofWritingSpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.•ComprehensionandCollaboration•PresentationofKnowledgeandIdeas•IntegrationofKnowledgeandIdeas•ConventionsofStandardEnglishDetermination of Grades Homework, projects, essays, writing prompts, daily warm ups, tests, and quizzes will be assigned a point value. A total point value will be given at the conclusion of the marking period. The student’s total points earned will be divided by the cumulative point value of assignments, tests, quizzes, essays, projects, etc. Example: (student earned points) 786 (total possible points) 834 = 94% *It is your responsibility to check your grade in PowerSchool on a regular basis. If there is a discrepancy, please bring it to the teacher’s attention. *If absent from school, it is the student’s responsibility to contact the teacher and make arrangements for completing missed work. If a student misses one day of school, he/she will have one day to complete the missed work. If a student misses two days, he/she will have two days to complete the missed work. If a student misses three days, he/she will have three days to complete the missed work. If a student misses three or more consecutive days of school, he/she will have a maximum of ten days upon the return to school to complete the missed work. Should the student not submit and/or complete the missed work in the time allotted, a zero score will be given. Reading list by marking period (subject to change) All books are subject to daily assessments, usually in the form of a quiz and or class discussion. Alternative assessments will be used for some novels (presentations, creative projects). All books will culminate with a final assessment in the form of a literary analysis. Vocabulary studies will be requisite for complete understanding of the literature.

The Awakening Frankenstein One Flew Over the Cuckoo’s Nest Time permitting: Novel of your Choice

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*Note: Please be aware that some of the content in the listed books requires an objective study and a mature audience.

Plagiarism Information No form of plagiarism is acceptable and will result in a zero score. See handbook for more information.

Classroom Expectations

All handbook rules apply in addition to the following classroom rules. ~Arrive to class on time prepared with necessary materials. If you are late to class one time you will be warned; if late a second time, you will receive a detention. ~ When the bell rings, be in your assigned seat and complete the Daily Warm Up. ~Food, gum, candy and drinks are not permitted in the classroom. Do not bring food back from the cafeteria. ~Cell phones, iPods or mp3 players are not to be used during class unless otherwise designated by the administration and/or teacher for educational purposes. If an electronic/cellular device is being used during class without proper permission, it will be confiscated. Purses and other non-class materials must be kept underneath your desk at all times! ~If you must use the lavatory, please ask. Please have your Student Planner ready to serve as your pass. Do not ask to leave during a test. I will limit the number of students using the lavatory if people frequently and obviously abuse the privilege-for example, taking a walk through the halls, meeting friends in the lunch room, etc. ~Putting your head down on the desk is not conducive to learning and is not allowed. Your active participation in class activities is expected. If you put your head down, you will be asked to stand. ~Disrespect or insubordination is rude and unacceptable. ~Do not do anything that will cause harm or injury to yourself or others in this classroom. ~Talking during a test or quiz is not allowed. Also, please observe respectful silence and attention during all announcements, Tribal Vision, and Channel One. ~In the event of a fire drill or fire, absolute order and silence must be maintained. Exit quietly down the stairwell at the end of C-hall, and continue outside to the parking lot. Line up with our class and remain quiet, so the teacher can take attendance. ~Respect the property of others. Do not touch, take, write on, or destroy anything that is not your own. ~Please remain in your seats until the bell rings. Do not line up at the door at the end of class. ~Please inform the teacher of any extra-curricular absences before you are absent. ~ Respect fellow classmates’ opinions, ideas, thoughts, and personal space. ~Bullying, intimidating, and swearing are unacceptable behaviors and will not be tolerated. THINK BEFORE YOU SPEAK & ACT! *Consequences of violating classroom rules involve the following sequence: warning, teacher detention, and/or office referral. Requirements and Material

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~ Daily Warm Ups ~ Weekly Vocabulary Lists ~ Daily Reading Assignments ~ PowerPoints ~ Discussions ~ Notebook ~ Writing Implements We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________

Parent/Guardian Signature: ______________________________ Date: ____________________

Lehighton Area High School Course Syllabus: English 9CP

Welcome to the 2016-17 School Year! Teachers in the English/Language Arts Department:

Ms. Victoria DePaulo, Room C205 � [email protected] � Mrs. Sharon Leitzel, Department Head, Room C213 � [email protected] �

Mrs. Jennifer Kovach, Room C210� [email protected] � Mr. T. J. O’Connor, Room D101� [email protected]�

Mrs. Cristi Marchetti, Room C207 � [email protected] � Mr. Eric Mushrush, Room C211 � [email protected] �

Mrs. Jennifer Shober-Steigerwalt, Room C206 � [email protected] � Ms. Victoria Smurthwaite, Room C211 � [email protected] �

http://lehightonlanguagearts.wikispaces.com Course Description: All LAHS students must successfully complete five credits in English/Language Arts for graduation. Two of these five credits are taken upon entry to the high school as freshmen. English 9 is worth one, full credit. The course covers in-depth, analytical studies in literature (novels, short fiction, poetry, and drama), nonfiction (memoir, informational articles, and arguments), and composition (writing, vocabulary, and grammar). The course will synthesize these three domains into fluid, comprehensive learning experiences making all LAHS students well-rounded readers and writers.

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This course is aligned to the Pennsylvania Core Standards for Literature, Informational Texts, and Writing. In addition, standards for speaking, listening, and using technology may be implemented to infuse 21st century learning with college and career readiness. Student Assessment: Student performance and progress can be accessed via the PowerSchool platform. If you need assistance accessing this platform, please contact the main office. Individual teachers determine Gradebook setup; however, as per building policy, all teachers must include no fewer than seven graded assignments during each marking period. Many of these assignments will be common between teachers so as to provide equity across classrooms. LAHS English teachers know that each student is a unique learner, so program adaptations and enhancements may be made to create a learning environment uniquely suitable for each student. Getting Extra Help: Free, after-school tutoring will be available throughout the school year. Sessions meet every Tuesday and Thursday from 2:30-4:00 PM. This time may also be used for assignment make-up. Course Objectives: Each English/Language Arts teacher strives for student success. Teachers intend to improve student performance in literature, nonfiction, and writing standards with a goal of ADVANCED levels performance for all students. The Pennsylvania Department of Education describes the advanced student as follows:


From this, the following course objectives have been adopted for English 9: The ADVANCED student:






motivations, interactions, conflicts, and plot events.

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9. Composes explanatory texts to analyze, examine, and convey complex ideas, concepts, and information clearly and accurately with a command of writing conventions.

10. Creates, through meaningful expression, creative demonstrations of content mastery including the development of a unique voice or style.

Plagiarism Policy: Plagiarism is NOT merely copying someone else’s words and presenting them as one’s own work; it also includes the theft of ideas. Students are expected to compose and submit original work. While citing the words and/or ideas of another writer is expected in research writing, proper conventions surrounding such practices need to be followed. The following website provides clear definitions and examples of plagiarism, both intentional and unintentional: http://www.plagiarism.org/learning_center/what_is_plagiarism.html In order to qualify for a score, any score, student work must be totally free of all forms of plagiarism. Student work found to be intentionally plagiarized, that is direct theft another’s words with or without subtle modifications, will receive zero credit. The English/Language Arts department has a firm ZERO TOLERANCE policy for this. It shall be at the teacher’s discretion how other forms of plagiarism are handled since each situation beyond the blatant is likely unique. Required Reading List: Listed below are the texts students will read and study throughout their academic year in English 9A & 9B. All LAHS freshmen will read those selections listed hereunder as “core texts.” This provides a standard means of determining student assessment and monitoring academic growth. In addition to the core texts, teachers will choose several others deemed suitable for individual classes based on student achievement, performance levels, and interests. These “supplemental texts” provide an individualized learning experience for students designed to promote engaging reading as a life-long activity.

English 9: First Semester

English 9: Second Semester





Wright Drama



Poetry

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Various Selections Various Selections SUPPLEMENTAL TEXTS

Titles may appear in either 9A or 9B at the teacher’s discretion and student needs/interests. Shorter works (stories and poetry) are not listed here. Please refer to the PowerSchool grade book during the school year. Speak by Laurie Halse Anderson The Adventures of Huckleberry Finn

by Mark Twain The Hobbit by J. R. R. Tolkien The Gospel According to Larry by Janet Tashjian The Lord of the Rings (films) based on works by J. R. R. Tolkien

The Curious Incident of the Dog in the Night-time by Mark Haddon

The Pearl by John Steinbeck


Fahrenheit 451 by Ray Bradbury War Is… by Various Authors Night by Elie Wiesel Rumble Fish by S. E. Hinton My Life with Chimpanzees by Jane Goodall West Side Story by Leonard Bernstein, Stephen

Sondheim, & Arthur Laurents The Taming of the Shrew by William Shakespeare The Memory Keeper’s Daughter by Kim Edwards The Adventures of Tom Sawyer by Mark Twain Swallowing Stones by Joyce McDonald

Determination of Final Grades: The final grade breakdown shall be as follows: English 9: English 9: Marking Period #1 Average: 40% Marking Period #3 Average: 40% Marking Period #2 Average: 40% Marking Period #4 Average: 40% Final Exam English 9: 20% Final Exam English 9: 20% Homework: Each teacher shall set his or her own homework policy. This will be defined at the start of the course. No teacher shall make homework count for more than 20% of a student’s grade. NOTE: Larger assignments requiring outside-the-classroom work, such as essays and research papers, do not qualify as “homework.” They are deep-reasoning prompts requiring extra time and will be assessed accordingly. Usually, homework consists of smaller assignments designed to check for understanding or provide a continuation of classroom content. Frequency of homework shall be at the teacher’s discretion. Keystone Exam Information: LAHS students shall take the Pennsylvania Keystone Exam for Literature at the end of tenth-grade English. Discipline Policy: Students are expected to bring a positive attitude to the classroom. If needed, teachers will work with building administration to rectify problematic behaviors. Failure to complete assigned tasks, coming to class unprepared, bullying, distractions, and other immaturity will not be tolerated. Teachers may assign after-school detention or refer issues to the principal or the assistant principal. Each classroom teacher will set his or her own procedures for discipline reporting unless building policy mandates a particular course of action. “Warnings” are NOT required as prerequisite interventions. Required Materials: All students should come to class prepared with a three-ring notebook/binder, paper, and pen/pencil. In addition, multi-colored highlighters will prove to be beneficial as they can help students organize and process key information.

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Lehighton Area School District Mission Statement: Partnering with students, families, and community to provide opportunities for life-long success through academic excellence and individual growth in a safe and supportive environment. High School Library Resources: Mrs. Potts, the high school librarian, is available each school day to assist students in conducting research and finding academic resources. Students may use “enrichment” time to visit the LAHS library and/or do so during allotted class time. Presently, our library makes the following resources available to students:



English 9 COURSE SYLLABUS ACKNOWLEDGEMENT & STUDENT INFORMATION FORM


Student Name: ______________________________________ Course: Eng 9 Block: _____ Parent/Guardian Name(s): __________________________________________________________ Parent/Guardian Phone Numbers: ____________________________________________________ Parent/Guardian E-mail (please print very clearly): __________________________________________ What is your preferred means of contact? PHONE Best time to contact you: _________ (please circle) E-MAIL EITHER Signing this form indicates that you have reviewed, understand, and agree to the expectations of the course as indicated on the English 9 syllabus and will help reinforce the course requirements and expectations.

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Optional: In one million words (or fewer), please describe your child in way that will help me to better to teach this course.

Do you have any questions for Ms. Marchetti? I will answer during the first week of school.



Academic English 10

CONTACT INFORMATION

Ms. Konek � [email protected] � http://akonek.wikispaces.com

Mrs. Marchetti � [email protected] � http://mrsmarchetticlasses.wikispaces.com

Mrs. Shober-Steigerwalt � [email protected]

Mr. Hauser � [email protected] � http://sites.google.com/site/hauserlehighton

610-377-6180 Time Available for Help You may see any of the above teachers for help with 10th grade material. All of these teachers are available by appointment before school, daily during enrichment, or after school by appointment. Course Description

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This course includes a study of English grammar, vocabulary development, spelling, and word usage. Significant time is spent on student writing including sentence development, book reporting, research, and compositions. The literature includes fiction, nonfiction, poetry, and drama. Students are required to read several books outside of the regular curriculum. Keystone/Common Core Standards Addressed ReadingInformationalText....................................................................1.2Studentsread,understand,andrespondtoinformationaltext—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.


ReadingLiterature......................................................................................1.3Studentsreadandrespondtoworksofliterature—withanemphasisoncomprehension,vocabularyacquisition,andmakingconnectionsamongideasandbetweentextswithafocusontextualevidence.


Writing...........................................................................................................1.4Studentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtexttoconveyawell-definedperspectiveandappropriatecontent.

� Informative/Explanatory � Opinion/Argumentative� Narrative � ResponsetoLiterature� ProductionandDistributionofWriting � TechnologyandPublication� ConductingResearch � Credibility,Reliability,andValidityofSources� RangeofWriting

SpeakingandListening............................................................................1.5Studentspresentappropriatelyinformalspeakingsituations,listencritically,andrespondintelligentlyasindividualsoringroupdiscussions.

� ComprehensionandCollaboration � PresentationofKnowledgeandIdeas� IntegrationofKnowledgeandIdeas � ConventionsofStandardEnglish

Objectives and Goals By the end of this course, you should be able to read, analyze, and interpret literature independently, read critically in all content areas, write creatively and knowledgably, speak and listen effectively, determine characteristics and functions of the English language, and apply research techniques. Determination of Grades 85% = tests, papers, projects, quizzes 15% = homework, class participation All work MUST be handed in at the beginning of class on the due date. Materials handed in late will receive a zero. This policy is in place because all students must be able to discuss the material in class. Classroom Rules and Discipline

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1. Be in your seat before the last bell rings because we begin right away. If you are late, you must

choose to hand in -- the next day -- a five paragraph hand-written essay on the topic “why it is

important to be on time” or you may choose an after school detention.

2. Be prepared. Bring a pencil/pen, paper, and notebook every single day.

3. Put your homework in the bin for your class at the start of class.

4. All purses must be under your desk.

5. Food and/or drink are not permitted in the classroom.

6. Please put gum in the garbage can if you are finished with it and do not snap gum or chew

loudly.

7. Four people may use the lav. per class. You must sign out and use your passbook.

8. At the end of class, stay in your seat until you are dismissed by the teacher.

9. ABSOLUTE QUIET is required during school drills. This is not negotiable as it is school

policy. For C-207, exit through the door, go down the stairs to the lower level and out the doors.

Follow students to the parking lot, line up in a row with your class, preferably in alphabetic order by

last name. Mrs. Marchetti will take attendance. For C-205, exit and go right down the hallway,

down the stairwell, and outside. Line up in a row with your class, preferably in alphabetic order by

last name. Ms. Konek will take attendance. For C-206, exit through the door and go left, go down

the stairs to the lower level and out the doors. Mrs. Steigerwalt will take attendance. Follow

students to the parking lot, line up in a row with your class, preferably in alphabetic order by last

name. For C-214, exit through door and go left down the hallway, down the stairwell, and outside.

Mr. Hauser will take attendance.

10. In order to promote time management and responsibility, we expect assignments to be handed in

on the due date at the start of class. If you do not turn in an assignment on time you will receive a

zero. Assignments are due at the start of class. On the date that an assignment is due, no class time

will be used for the printing of documents. Students may use time before the start of the school day

and during homeroom (with the homeroom teacher’s permission) to print documents.

***Teachers will not print papers for students.

11. It is your responsibility to make up work if you have been absent. Be sure to check with your

teacher to find out what you need to complete and what work you missed. If you do not make up

work, including homework, journals, vocabulary, and grammar, you will receive a zero.

12. Use good sense when in the classroom. Do not harm anyone, do not use inappropriate

language; always behave appropriately.

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13. Grading will be comprised of tests, vocabulary quizzes, outside reading quizzes, papers, group

work, homework, projects, and writing.

14. If your name is not on papers that are handed in, you will receive a zero.

BYOD: Bring Your Own Device: Please note, Bring Your Own Device (BYOD) is a privilege and NOT an educational right. Teachers may limit BYOD usage on a class-by-class or individual basis.



37. Students connecting to the internet must use the district’s Wi-Fi connection 7:30-2:30. Failure to connect to the Wi-Fi could jeopardize usage.




40. This privilege may be revoked for violations of school rules and policies on an individual basis. The classroom teacher will have a policy in place for failure to follow the established class regulations regarding BYOD.

Topics to be Covered and Timeline for the Course Please see CANVAS for daily work and assignments. Students are required to read novels outside class. We encourage you to purchase a copy of the book so notes may be written in margins, however the Lehighton Area High School library has copies of the books available on a first-come/first-serve basis. The following books will be read outside class this semester (not necessarily in this order): To Kill a Mockingbird by Harper Lee The Metamorphosis by Franz Kafka The Lovely Bones by Alice Seabold The Secret Life of Bees by Sue Monk Kidd Breakfast at Tiffany’s by Truman Capote Writing/Research Assignment Requirements 10th Grade Academic - 8 paragraph research paper with one primary source interview, three other sources, and one graphic or chart 10th Grade Academic - 8 paragraph literary analysis Students will complete a paper appropriate for their grade level, even if they are in a class of mixed grades. Teachers will utilize Grammarly.com to assist with the correction of grammar. A timeline will be provided with specific due dates throughout the semester.

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Vocabulary There will be weekly vocabulary tests. Students can access the entire vocabulary book on the Sadlier Vocabulary Website: vocabularyworkshop.com Plagiarism Information Plagiarism.org has excellent information about intended and unintended plagiarism. No form of plagiarism is acceptable. Please also refer to the student handbook regarding the Lehighton Area High School’s plagiarism policy. According to Plagiarism.org:

Types of Plagiarism Many people think of plagiarism as copying another’s work or borrowing someone else’s original ideas. But terms like “copying” and “borrowing” can disguise the seriousness of the offense:

Sources Not Cited 1. “The Ghost Writer” The writer turns in another’s work, word-for-word, as his or her own. 2. “The Photocopy” The writer copies significant portions of text straight from a single source, without alteration. 3. “The Potluck Paper” The writer tries to disguise plagiarism by copying from several different sources but tweaking the sentences to make them fit together while retaining most of the original phrasing. 4. “The Poor Disguise” Although the writer has retained the essential content of the source, he or she has altered the paper’s appearance slightly by changing key words and phrases. 5. “The Labor of Laziness” The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work. 6. “The Self-Stealer” The writher “borrows” generously from his or her previous work, which violates policies concerning the expectation of originality adopted by most academic institutions.

Sources Cited (But Still Plagiarized) 1. “The Forgotten Footnote”

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The writer mentions an author’s name for a source but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations. 2. “The Misinformer” The writer provides inaccurate information regarding the sources, which make it impossible to find them. 3. “The Too-Perfect Paraphrase” The writer properly cites a source but neglects to put in quotation marks text that has been copied word-for-word or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information. 4. “The Resourceful Citer” The writer properly cites all sources by paraphrasing and using quotations appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document. 5. “The Perfect Crime” Well, we all know it doesn’t exist. In this case, the writer properly quotes and cites sources in some places but goes on to paraphrase other arguments from those sources without citation. In this way, the writer tries to pass off the paraphrased material as his or how own analysis of the cited material. “What is Plagiarism?” Plagiarism.org Accessed January 3, 2012 http://www.plagiarism.org/learning_center/what_is_plagiarism.html

LehightonAreaHighSchoolCourseSyllabus:LiteraturethroughFilm

[email protected]@gmail.com

WelcometoLITERATURETHROUGHFILM!CourseDescription:Thiscourseexploresthehighlycomplexrelationshipbetweenprintedliteratureandfilm.Studentswillinvestigatefilmsnothavingatextualcompanionintermsofliterarymerit:applicableliterarytechnique,social/historicalcontext,andcommentaryonoureverydaylives.Furthermore,studentswillengageinanalyticalstudiesofafictionalandnonfictionaltextsandtheirrespectivefilmadaptations.Thiscourseisreadingandwritingextensivewithmostclasstimededicatedtoviewingfilms,discussingcontent,andpreparingforwrittenresponses.Studentsmaytakethiscourseforhonors-orcollegeprep-levelcredit.Studentsatbothlevelsshouldexpectreadingandwritinghomeworkandindependentstudiesthatextendclassroom-learningexperiences.ThiscourseisalignedtothePennsylvaniaCoreStandardsforLiterature,InformationalTexts,andWriting.Inaddition,nationalstandardsforfilmstudydevelopedbyTheFilmFoundationwillbeembeddedintothecourse.FortheLAHSLiteraturethroughFilmelective,theterm“text”referstobothprintandnon-print(filmandmusic)resources.CourseObjectives:

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EachEnglish/LanguageArtsteacherstrivesforstudentsuccess.Teachersintendtoimprovestudentperformanceinliterature,nonfiction,andwritingstandardswithagoalofADVANCEDlevelsperformanceforallstudents.ThePennsylvaniaDepartmentofEducationdescribestheadvancedstudentasfollows:

Studentsperformingatthislevelconsistentlydemonstrateathoroughunderstandingoffictionandnonfiction.Theyusein-depthknowledgeofliteraturetoconstructoriginalinterpretations,todrawinsightfulconclusions,andtomakeconnectionswithin,between,andbeyondtexts.Studentsdemonstratesubtleliteraryandconceptualunderstandingoftextsandanalyzethecontextsinwhichtheywerewritten.

Fromthis,thefollowingcourseobjectiveshavebeenadoptedforallEnglish/LanguageArtsclassesatLAHS:TheADVANCEDstudent:

11. Effectivelycitesevidencefromtextstosupportinterpretations,inferences,andanalyses.12. Evaluateshowauthorsusestyletechniquesandliteraryelementstocommunicatecentralideas,concepts,themes,andpurposes.13. Analyzesandevaluatesconnectionswithinandbetweentextsemphasizinghowinterrelationshipsofideasandeventsinfluenceeach

other.14. Evaluatesthecharacteristicsthatdistinguishnarrative,poetry,anddramawhileinterpretingandanalyzinggenresforliterary,historical,

and/orculturalsignificance.15. Analyzestheeffectsofliteraryelementsanddevicesinbothliteratureandnonfiction.16. Evaluatesthestructureandformatofcomplexinformationalandliterarytext.17. Analyzestheeffectivenessofbiasandpropagandatechniquesandanauthor’sdefenseofaclaimorargumentinnonfictionaltext.18. Analyzeshowcomplexcharactersdevelopandcontributetotheme/centralideasthroughmotivations,interactions,conflicts,andplot

events.19. Composesexplanatorytextstoanalyze,examine,andconveycomplexideas,concepts,andinformationclearlyandaccuratelywitha

commandofwritingconventions.20. Creates,throughmeaningfulexpression,creativedemonstrationsofcontentmasteryincludingthedevelopmentofauniquevoiceor

style.StudentAssessment:StudentperformanceandprogresscanbeaccessedviathePowerSchoolplatform.Ifyouneedassistanceaccessingthisplatform,pleasecontactthemainoffice.IndividualteachersdetermineGradebooksetup;however,asperbuildingpolicy,allteachersmustincludenofewerthanninegradedassignmentsduringeachmarkingperiod.DeterminationofGrades:

ü Homework,projects,essays,tests,andquizzeswillbeassignedapointvalue.Tests,projectsandcompositions(Essays,narratives,research-basedpapers,andcreativewriting)willaccountfor80%ofyourgrade.Quizzes,discussionsandhomeworkwillbeworth20%.Noextracreditwillbegiven.

ü Itisthestudent’sresponsibilitytocheckhis/hergradeinPowerSchool.Ifthereisadiscrepancy,pleasebringittotheteacher’sattention.

ü Ifabsentfromschool,itisthestudent’sresponsibilitytocontacttheteacherandmakearrangementsforcompletingmissedwork.

ü Becauseallourfilmviewingoccursduringclasstime,regularattendanceiscrucial.Filmswillnotbesenthomeformake-upwork,sostudentsmissingclassmustmakeafter-schoolarrangementstoviewmissedcontentduringEnrichmentorotherarrangementsmaybecomeavailable—pleasecontactMr.Mushrush.

ü Studentsonschoolsanctionedactivitiessuchassports,chorus/bandwillhaveamaximumof2daystocompletemissedworkiftheymiss2ormoredaysofschool.Shouldthestudentnotsubmitand/orcompletethemissedworkinthetimeallotted,azeroscorewillbegiven.

ClassroomRulesandDiscipline:WewillALLlivebythisrule:Inordertogetrespect,youmustfirstGIVErespect!Allhandbookrulesapplyinadditiontothefollowingclassroomrules.

60. Arrivetoclassontime,preparedwithnecessarymaterials.61. Whenthebellrings,beinyourassignedseatandcompletetheBellRinger.62. Food,candy,anddrinksarenotpermittedintheclassroomunlessapprovedbyMr.Mushrushand

administration.63. Pleasenote,BringYourOwnDevice(BYOD)isaprivilegeandNOTaneducationalright.Teachersmaylimit

BYODusageonaclass-by-classorindividualbasis.Ø Rules&PoliciesforBYOD(asperBuildinganddistrictadministration):

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41. Alldevicesaretheresponsibilityofthestudent–teachersandLehightonSchoolDistrictarenotliableforanydamageorlosstopersonaldevices.

42. StudentsconnectingtotheInternetmustusethedistrict’sWi-Ficonnection7:30-2:30.

FailuretoconnecttotheWi-Ficouldjeopardizeusage.

43. Devicesmustbeusedforteacher-directed,educationalpurposesonly.TeachersmaylimitBOYDonclass-by-classbasis.

44. Filmingclasses,takingpictures,and/orrecordingaudioisnotpermitted,andviolatorscould

bereferredtothepoliceandprosecuted.

45. Thisprivilegemayberevokedforviolationsofschoolrulesandpoliciesonanindividualbasis.TheclassroomteacherwillhaveapolicyinplaceforfailuretofollowtheestablishedclassregulationsregardingBYOD.Mr.Mushrush’sCLASSROOMPOLICYONBYODTOFOLLOWAFTERRULESSECTION.

64. Ifyoumustusethelavatory,pleaseask.65. Puttingyourheaddownonthedeskisnotconducivetolearningandisnotallowed.66. Disrespectorinsubordinationofanytypewillnotbetolerated.67. Donotdoanythingthatwillcauseharmorinjurytoyourselforothersinthisclassroom.68. Talkingduringatestorquizisnotallowed.69. Intheeventofafiredrillorfire,absoluteorderandsilencemustbemaintained.70. Respectothers,especiallytheirproperty.71. Iwilldismissyouwhenthebellrings.72. PleaseinformMr.Mushrushofanyextra-curricularabsencesbeforeyouareabsent.73. Respectfellowclassmates’opinions,ideas,thoughts,andpersonalspace. 74. Bullying,intimidating,andswearingareunacceptablebehaviorsandwillnotbetolerated.

ExtraHelp:Free,after-schooltutoringwillbeavailablethroughouttheschoolyear.SessionsmeeteveryTuesdayandThursdayfrom2:30-4:00PM.Thistimemayalsobeusedforassignmentmake-up.Inaddition,enrichmentpassesmaybeissuedtopullstudentsfromtheirstudyhallplacementsandworkonassignments.PlagiarismPolicy:PlagiarismisNOTmerelycopyingsomeoneelse’swordsandpresentingthemasone’sownwork;italsoincludesthetheftofideas.Studentsareexpectedtocomposeandsubmitoriginalwork.Whilecitingthewordsand/orideasofanotherwriterisexpectedinresearchwriting,properconventionssurroundingsuchpracticesneedtobefollowed.Thefollowingwebsiteprovidescleardefinitionsandexamplesofplagiarism,bothintentionalandunintentional:http://www.plagiarism.org/learning_center/what_is_plagiarism.htmlInordertoqualifyforascore,anyscore,studentworkmustbetotallyfreeofallformsofplagiarism.Studentworkfoundtobeintentionallyplagiarized,thatisdirecttheftanother’swordswithorwithoutsubtlemodifications,willreceivezerocredit.TheEnglish/LanguageArtsdepartmenthasafirmZEROTOLERANCEpolicyforthis.Itshallbeattheteacher’sdiscretionhowotherformsofplagiarismarehandledsinceeachsituationbeyondtheblatantislikelyunique.UnderstandingtheSelectionProcessofContentforthisCourse:Eachfilmtobestudiedaspartofthiscoursehasbeenchosenbecauseitpresentssomethinguniqueforstudentstostudyandlearn.Inordertohavestudentsexploreimportantthematiccontentfully,certainR-ratedtitleshavebeenincluded.Thesetitleshaveearnedsucharatingduetoscenesofviolence,frighteningimagery,and/ormaturelanguage.Anycontentofasexualnaturewillberemoved(filmswerecarefullychosensothatthiswillnotbeaconcern).Pleasenotethatsomeofthesefilms,likemanyofthebooksourstudentsreadduringtheirhighschoolcareers,willpresentsituationsrequiringmatureengagement.Everyeffortwillbemadetocreateacomfortable

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learningexperienceforallstudents;concernsshouldbeforwardedtotheteacher.Pleasenote:ThisisNOTacourseabouthowmoviesaremade;it’sacoursethatwillpushstudentstoexploretheliteraryelementsusedtocreateastoryandtodebatethesocietalthemespresentineach.RequiredReadingList:Allstudentswillreadthefollowingprinttextsduringthiscourse:FullTexts:TheBody(1982):anovellabyStephenKingBigFish(1998):anovelbyDanielWallaceSupplementalTexts:Inadditiontotheabovelist,shorterworkswillalsobestudiedasthecourseprogresses.Numerousexcerptsfromfilmscripts,poems,novels,shortstories,reviewsandotherworkswillbeexaminedinordertoenhancetheunderstandingofthefilmspresented.Parentsareencouragedtocontacttheteacherwithanyquestionsorconcernsaboutthecontentbeingcoveredinclass.UnitsofStudy:Thefollowingfilmswillcomprisethecontentofthiscourse.Below,themajorunitsofthecourseareoutlinedforyourreview.Informationregardingratings,merit,andliteraryqualitiesisalsoprovided.ParentsareencouragedtosearchtheInternetforparentalguidestoeachfilmsothatanymaturecontent—language,violence,conflicts,andthelike—canbereviewed.Thefilmlistoutlinedinthefollowingunitswillcomprisethemajorityofourclasstime.Thesewillcreatethebasisforthebulkofstudentassessmentandthemakeupofthefinalexam.Occasionally,stand-alonetitlesonthesupplementallistmaybestudiedinclass,too.Choicesregardingsupplementalfilmswillbebasedonstudentneeds,interests,andavailabletime.Pleasekeepup-to-datewithwhatyourchildislearningandfeelfreetoexpressanyconcernstotheteacher.Alternateassignmentscanbemadeavailable;however,doingsocannotbemaderoutine,asthisrequiresaperiodofdisconnectfromtheclass.

Strange Fiction: How to View (and Read) A Film Title Year of

Release Rating Critical Merit Major Topics to be Explored –

Rationale for Inclusion in this Course The Truman Show

1999

PG

Winner: Golden Globe for best actor, supporting actor, and score Nominated: Oscar for best actor, director, and screenplay

Students will define and determine LITERARY MERIT of a film by analyzing its content, style and historical significance. Students will also pay particular attention to how literary elements are presented on screen.

Groundhog Day 1993 PG Winner: BAFTA for best original screenplay

Students will define and determine LITERARY MERIT of a film by analyzing its content, style and historical significance. Students will also pay particular attention to how literary elements are presented on screen.

Stranger Than Fiction 2006 PG-13 Nominated: Golden Globe for Best Performance by an Actor in a Comedy Winner: NBR Best Original Screenplay

Students will define and determine LITERARY MERIT of a film by analyzing its content, style and historical significance.

Finding Hope and Faith in Terrible Places

Title Year of Release

Rating Critical Merit Major Topics to be Explored – Rationale for Inclusion in this Course

The Shawshank Redemption

1994

R

Nominee: Oscar for Best Picture, Acting, and Adapted Screenplay Nominee: Screen Actors’ Guild Awards for Best Acting

Shawshank is a Stephen King-authored story. This film examines friendships found in unlikely places as the characters reveal their own forms of “redemption.” Students will come to define this word as they analyze how personal experience shapes one’s thoughts and opinions. Rich in symbolism, The Green Mile film explores spirituality in dark places. An African-American sits

The Green Mile

1999

R

Nominee: Oscar for Best Picture and Best Screenplay Nominee: Screen Actors’ Guild Award for Full-cast performance

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on death row after being accused of murder; however, he displays incredible powers of healing.

Understanding How Films Use Poetic Language



Walk the Line

2005

PG-13

Winner: Golden Globe for Best Picture Winner & Nominee: Oscars Best Acting and Costuming

This film is a biopic making use of popular music in its storytelling. Students will examine how music functions in a similar manner to poetry and develops the thoughts/emotions of the characters. Further, students will evaluate what is emphasized as they study each film as they compare them to nonfictional resources pertaining to the content of each.

Across the Universe 2007 PG-13 Nominee: Golden Globe for Best Picture Nominee: Grammy for BestCompilationSoundtrackAlbumforMotionPicture,TelevisionorOtherVisualMedia

This film is a musical that uses the music of The Beatles as its soundtrack and the vehicle through which the story is told.

Perceptions of Friendship and Conflict



E. T.: The Extra-Terrestrial

1982

PG

Nominee: Oscars for Best Picture, Director, and Writing.

Each of these film focuses on the friendships and relationships we make as we grow from children to young adults. Surrounding these relationships are conflicts, which shape our values and come to define our life experiences. In this unit, students will analyze how our relationships change as we mature. We will be begin with childhood friendships (E. T.), move into adolescence (Stand by Me), and finish as young adults (Juno). Students will be asked to reflect upon their own experiences in the elementary, middle, and high schools they attended as each of these films features protagonists of those ages.

Stand by Me

1986

PG-13

Nominee: Oscar for Best Adapted Screenplay; Nominee: Golden Globe for Best Picture; Winner: Heartland Films Award for Truly Moving Picture

Juno

2007

PG-13

Winner: Oscar and BAFTA Award for Best Writing for Original Screenplay Nominee: Oscar and Golden Globe for Best Picture

Reading: The Body by Stephen King, Full-text novella first published in Changing Seasons, 1982

Dynamic Characters and Relationships



Million Dollar Baby 2004 R Winner: Oscars for Best Picture, Acting, and Directing Nominee: Oscar for Adapted Screenplay

Perhaps the characters we remember most from our reading are those who undergo great change. This unit will study not only truly dynamic characters like this but also their equally dynamic relationships. A major theme of this unit is “growth,” and the students will analyze and evaluate how these films build this theme effectively.

Big Fish 2003 PG-13 Nominee: Oscar and Golden Globe for Best Picture and Original Score. Nominee: BAFTA for best-adapted screenplay.

Good Will Hunting 1997 R Winner: Oscar and Golden Globe for Best Screenplay Nominee: Oscar and Golden Globe for Best Picture

This film will study other dynamic characters but also their equally dynamic relationships. Also, focus will be placed on the hero’s inner journey.

Reading: Big Fish: A Novel of Mythic Proportions by Daniel Wallace; Full-Text Novel, 1998.

How Film Informs and Persuades Title Year of


Rationale for Inclusion in this Course Bowling for Columbine

2002

R

Winner: Oscar for Best Documentary Winner: Atlantic Fest. Audience Award Winner: Cannes Film Festival Anniversary Award

Likely featuring the most sensitive subject matter in the course, this film will explore school violence happenings through a study of the Columbine tragedy.

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Man on Wire

2008

PG-13

Winner: Sundance Film Festival World Cinema Best Documentary

This documentary incorporates Philipe Petit’s personal footage to show how he overcame seemingly insurmountable challenges to achieve the artistic crime of the century—walking a tightrope between the Twin Towers. Students will think about their own goals and dreams and what they would do to achieve them.

Hoop Dreams

1994

PG-13

Winner: National Society of Film Critics Best Documentary Winner: New York Film Critics Best Documentary *This film is listed in the National Film Registry of the US Library of Congress as a “culturally, historically, or aesthetically significant” film.

The documentary follows the high school careers of two teenage boys from the Chicago slums. Both have been identified as having extraordinary basketball talent and both dream of escaping poverty through an NBA contract. This film shows the interaction between talented athletes and their families with the schools that hold the key to their future.

Channeling the Works of Edgar Allan Poe: Hitchcock’s Use of Horror and Suspense Title Year of


Rationale for Inclusion in this Course Strangers on a Train 1951 PG-13 Winner: NBR Top Ten Films

Nominee: Oscar for Best Cinematography

Each year since eighth grade, students have read a title by American author Edgar Allan Poe. Widely compared to Poe, Alfred Hitchcock was a filmmaker who used suspense and fear to create classic psychological thrillers. In this unit, students will analyze how Hitchcock followed in Poe’s footsteps while evaluating the effect of several literary devices including point of view, internal conflict, allusion, imagery, and gothic elements.

Rear Window 1954 PG-13 Nominee: Oscar for Best Writing and Best Director Winner: Edgar Allan Poe Award for Best Picture

Psycho 1960 R Inductee: OFTA Hall of Fame Winner: Edgar Allan Poe Award for Best Picture

Readings: Excerpts from poetry and short stories of Edgar Allan Poe. It Had to be Murder by Cornell Woolrich, Full-text short story.

A Note Regarding Instructional Units: These units are flexible and may be modified slightly in the interest of time and student progression/interests. The above list is a guideline for this elective course and is subject to changes in order and composition. Titles from the forthcoming supplemental list may be infused into the course in a way that complements classroom experiences. Not every unit needs to be covered, as the course will progress as quickly or as slowly as the students need.

Supplemental Content Title Year of


Rationale for Inclusion in this Course It’s a Wonderful Life 1946 PG Winner: NBR Top Ten Films

Winner: Golden Globe Best Director Nominee: Oscars for Best Picture, Director, and Acting

A classic Frank Capra film. Students will analyze the main conflict and examine how the protagonist serves as a dynamic character, changing as the plot develops. Major reflective theme on personal worth and confidence.

It’s a Mad, Mad, Mad, Mad World

1963 PG Winner: Oscar for Best Music and Sound. Winner: Golden Globe for best picture.

A classic comedy starring many of the great comedians from Hollywood’s golden age. Students will study the nature of humor and how situational and verbal ironies contribute to it.

Blade Runner 1982 R Winner: BAFTA award for cinematography, costume design, and art direction. Nominee: Oscar for best effects/visual effects and art direction-set direction. Nominee: Golden Globe for Best Original Score.

A science fiction film that explores the nature of humanity (what does it mean to be human?) Since its release, its setting, imagery and symbolism have set the standard for visual production.

Jurassic Park 1993 PG-13 Winner: Oscars for Best Sound and Visual Effects Winner: Saturn Awards for Best Science Fiction Film and Best Writing

A contemporary look at a Frankenstein-like moral issue, Jurassic Park is a great example of solid storytelling with an emphasis on mood, tone, and setting. It provides a debatable conflict with unique characters offering different point of views.

Mrs. Doubtfire 1993 PG-13 Winner: Golden Globe for Best Picture Winner: Golden Globe for Best Actor

This comedy blends brilliant acting, costuming, and make-up with key scenes of drama. It explores the

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theme of family bonds through the story of a family falling apart. Character duality is analyzed.

I’m Not There

2007 R Nominee: Academy Award for Best Supporting Actress, Cate Blanchett.

Inspired by the life and songs of Bob Dylan, the recipient of the 2016 Nobel Prize for literature. This film will explore how music serves as a vehicle for character, plot and theme development.

The Grey 2011 R Nominee: Saturn Award for Best Horror/Thriller Film

Based on a short story, this film channels the works of great American realist/naturalist Jack London but in a much darker way. A man’s battle with the forces of nature mirror the battle he fights within himself.

The Secret Life of Walter Mitty

2013 PG Nominee: Saturn Award for Best Fantasy Winner: National Board of Review Top Ten Film of the Year

An adaptation of the 1939 James Thurber story of the same name, this film follows a man trapped in a tedious life as he thinks himself into adventures. Students will study the escapist role of literature and film in our daily lives.

Short Films and Music Videos

Varies Varies (Most PG or PG-13)

Winners and nominees: Oscar for Short Film

Choosing from a list of winner of nominees from the Academy Awards’ Short Film division, the students will analyze short cinema pieces based on their literary quality. Students will consider how literary devices help to drive these pieces just as they do short written literature.

NOTE: Clips from other films will be embedded into the class for purposes of connection, reflection, and classroom discussion. The supplemental list is flexible as this course’s curriculum lends itself well to modifications based on student, parent, and teacher suggestion.

Required Materials: All students should come to class prepared with a notebook/binder, paper, and pen/pencil. In addition, multi-colored highlighters will prove to be beneficial as they can help students organize and process key information. The Final Exam: During the week prior to the final exam, students will view a film from the given list without any teacher input or guidance. Each student is encouraged to take notes while viewing, applying any content he or she learned throughout the course. On the final exam, students will compose a written response to this film demonstrating their mastery of course content. The final exam will also include a series of multiple-choice questions designed to assess student understanding of important films, texts, and concepts. A full-review will be provided prior to testing.

NOTE: Any student absent from school on a scheduled final exam day must present a doctor’s excuse in order to take a make-up test. This is building policy as per the administration.

High School Library Resources: Mrs. Potts, our high school librarian, is available each school day to assist students in conducting research and finding academic resources. Students may use “enrichment” time to visit the LAHS library and/or do so during allotted class time. Presently, our library makes available the following resources available to students:



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COURSE SYLLABUS ACKNOWLEDGEMENT & STUDENT INFORMATION FORM


Student Name: ________________________________________ Course: Lit & Film Block: _______ Parent/Guardian Name(s): ______________________________________________________________ Parent/Guardian Phone Number(s): _______________________________________________________ Parent/Guardian E-mail (please print very clearly): _____________________________________________ What is your preferred means of contact? PHONE Best time to contact you: ___________ (please circle) E-MAIL EITHER Would you like to be added to Mr. Mushrush’s email contact list to receive updates regarding classroom content, assignments, and events? YES (please circle) NO Do you grant permission for your child to view the films described in this syllabus? YES (please circle) NO Have you reviewed the Literature through Film syllabus and will you help reinforce the course requirements and expectations at home? YES (just being supportive is often help enough) (please circle) NO If “no,” why not? _____________________________________________ Optional: In one million words (or fewer), please describe your child in way that will help me to better to teach this course.

Do you have any questions for Mr. Mushrush? I will answer during the first week of school.

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Parent/Guardian Signature: _________________________________________________________________ DATE

Student Signature: ________________________________________________________________________ DATE

Lehighton Area High School Course Syllabus: Honors English 9

Mr. Eric Mushrush Room C214 [email protected]

Welcome to Honors English 9! Course Description: All LAHS students must successfully complete five credits in English/Language Arts for graduation. Two of these five credits are taken upon entry to the high school as freshmen. Both English 9A and 9B are worth one, full credit each. These courses cover in-depth, analytical studies in literature (novels, short fiction, poetry, and drama), nonfiction (memoir, informational articles, and arguments), and composition (writing, vocabulary, and grammar). Each course will synthesize these three domains into fluid, comprehensive learning experiences making all LAHS students well-rounded readers and writers. This course is aligned to the Pennsylvania Core Standards for Literature, Informational Texts, and Writing. In addition, standards for speaking, listening, and using technology may be implemented to infuse 21st century learning with college and career readiness. Student Assessment: Student performance and progress can be accessed via the PowerSchool platform. If you need assistance accessing this platform, please contact the main office. Individual teachers determine Gradebook setup; however, as per building policy, all teachers must include no fewer than seven graded assignments during each marking period. Many of these assignments will be common between teachers so as to provide equity across classrooms. LAHS English teachers know that each student is a unique learner, so program adaptations and enhancements may be made to create a learning environment uniquely suitable for each student. Getting Extra Help: Free, after-school tutoring will be available throughout the school year. Sessions meet every Tuesday and Thursday from 2:30-4:00 PM. This time may also be used for assignment make-up. Course Objectives: Each English/Language Arts teacher strives for student success. Teachers intend to improve student performance in literature, nonfiction, and writing standards with a goal of ADVANCED levels performance for all students. The Pennsylvania Department of Education describes the advanced student as follows:

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From this, the following course objectives have been adopted for English 9A and 9B: The ADVANCED student:








including the development of a unique voice or style. Plagiarism Policy: Plagiarism is NOT merely copying someone else’s words and presenting them as one’s own work; it also includes the theft of ideas. Students are expected to compose and submit original work. While citing the words and/or ideas of another writer is expected in research writing, proper conventions surrounding such practices need to be followed. The following website provides clear definitions and examples of plagiarism, both intentional and unintentional: http://www.plagiarism.org/learning_center/what_is_plagiarism.html In order to qualify for a score, any score, student work must be totally free of all forms of plagiarism. Student work found to be intentionally plagiarized, that is direct theft another’s words with or without subtle modifications, will receive zero credit. The English/Language Arts department has a firm ZERO TOLERANCE policy for this. It shall be at the teacher’s discretion how other forms of plagiarism are handled since each situation beyond the blatant is likely unique. Required Reading List:

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Listed below are the texts students will read and study throughout their academic year in English 9A & 9B. All LAHS freshmen will read those selections listed hereunder as “core texts.” This provides a standard means of determining student assessment and monitoring academic growth. In addition to the core texts, teachers will choose several others deemed suitable for individual classes based on student achievement, performance levels, and interests. These “supplemental texts” provide an individualized learning experience for students designed to promote engaging reading as a life-long activity.

English 9A: First Semester

English 9B: Second Semester





Wright Drama




SUPPLEMENTAL TEXTS Titles may appear in either 9A or 9B at the teacher’s discretion and student needs/interests. Shorter works (stories and poetry) are not listed here. Please refer to the PowerSchool grade book during the school year. Speak by Laurie Halse Anderson (Honors/CP) The Adventures of Huckleberry Finn

by Mark Twain The Hobbit by J. R. R. Tolkien (Honors/CP) The Gospel According to Larry by Janet Tashjian The Lord of the Rings (films) based on works by J. R. R. Tolkien (Honors/CP)

The Curious Incident of the Dog in the Night-time by Mark Haddon (Honors)

The Pearl by John Steinbeck Swallowing Stones by Joyce McDonald Fahrenheit 451 by Ray Bradbury (Honors) The Memory Keeper’s Daughter by Kim Edwards Night by Elie Wiesel (Honors/CP) Rumble Fish by S. E. Hinton (Honors) My Life with Chimpanzees by Jane Goodall West Side Story (Film) by Leonard Bernstein,

Stephen Sondheim, & Arthur Laurents (Honors) The Taming of the Shrew by William Shakespeare (Honors--Tentatively)


Determination of Final Grades: Students will earn a final grade for each credit of English taken. The final grade breakdown shall be as follows: English 9A: English 9B:

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Marking Period #1 Average: 40% Marking Period #3 Average: 40% Marking Period #2 Average: 40% Marking Period #4 Average: 40% Final Exam English 9A: 20% Final Exam English 9B: 20% -- Performances in both English 9A and English 9B will be used to determine appropriate course placement for tenth grade. Homework: Each teacher shall set his or her own homework policy. This will be defined at the start of the course. No teacher shall make homework count for more than 20% of a student’s grade. NOTE: Larger assignments requiring outside-the-classroom work, such as essays and research papers, do not qualify as “homework.” They are deep-reasoning prompts requiring extra time and will be assessed accordingly. Usually, homework consists of smaller assignments designed to check for understanding or provide a continuation of classroom content. Frequency of homework shall be at the teacher’s discretion. Keystone Exam Information: LAHS students shall take the Pennsylvania Keystone Exam for Literature at the end of tenth-grade English. Discipline Policy: Students are expected to bring a positive attitude to the classroom. If needed, teachers will work with building administration to rectify problematic behaviors. Failure to complete assigned tasks, coming to class unprepared, bullying, distractions, and other immaturity will not be tolerated. Teachers may assign after-school detention or refer issues to the principal or the assistant principal. Each classroom teacher will set his or her own procedures for discipline reporting unless building policy mandates a particular course of action. “Warnings” are NOT required as prerequisite interventions. Required Materials: All students should come to class prepared with a notebook/binder, paper, and pen/pencil. In addition, multi-colored highlighters will prove to be beneficial as they can help students organize and process key information. Lehighton Area School District Mission Statement: Partnering with students, families, and community to provide opportunities for life-long success through academic excellence and individual growth in a safe and supportive environment. High School Library Resources: Mrs. Potts, our high school librarian, is available each school day to assist students in conducting research and finding academic resources. Students may use “enrichment” time to visit the LAHS library and/or do so during allotted class time. Presently, our library makes the following resources available to students online at http://lahslib.wikispaces.com:


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COURSE SYLLABUS ACKNOWLEDGEMENT & STUDENT INFORMATION FORM Please complete this form and return it to school for a grade. Thank you.

Student Name: ______________________________________ Course: _______________ Parent/Guardian Name(s): __________________________________________________________ Parent/Guardian Phone Numbers: ____________________________________________________ Parent/Guardian E-mail (please print very clearly): __________________________________________ What is your preferred means of contact? PHONE Best time to contact you: _________ (please circle) E-MAIL EITHER Would you like to be added to an email contact list to receive updates regarding classroom content, assignments, and events? YES (please circle) NO Have you reviewed the ___________syllabus and will you help reinforce the course requirements and expectations at home? YES (just being supportive is often help enough) (please circle) NO If “no,” why not? _______________________________________ Optional: Parents, please describe your child in way that will help me to better teach this course OR students, please describe yourself in a way that will help me to better teach this course.

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Do you have any questions? I will answer during the first week of school. Parent/Guardian Signature: _________________________________________________________ Date

Student Signature: ________________________________________________________________ Date

Lehighton Area High School Course Syllabus: English 9

Mr. Eric Mushrush Room C214 [email protected]

Welcome to English 9! Course Description: All LAHS students must successfully complete five credits in English/Language Arts for graduation. Two of these five credits are taken upon entry to the high school as freshmen. Both English 9A and 9B are worth one, full credit each. These courses cover in-depth, analytical studies in literature (novels, short fiction, poetry, and drama), nonfiction (memoir, informational articles, and arguments), and composition (writing, vocabulary, and grammar). Each course will synthesize these three domains into fluid, comprehensive learning experiences making all LAHS students well-rounded readers and writers. This course is aligned to the Pennsylvania Core Standards for Literature, Informational Texts, and Writing. In addition, standards for speaking, listening, and using technology may be implemented to infuse 21st century learning with college and career readiness. Student Assessment: Student performance and progress can be accessed via the PowerSchool platform. If you need assistance accessing this platform, please contact the main office. Individual teachers determine Gradebook setup; however, as per building policy, all teachers must include no fewer than seven graded assignments during each marking period. Many of these assignments will be common between teachers so as to provide equity across classrooms. LAHS English teachers know that each student is a unique learner, so program adaptations and enhancements may be made to create a learning environment uniquely suitable for each student. Getting Extra Help: Free, after-school tutoring will be available throughout the school year. Sessions meet every Tuesday and Thursday from 2:30-4:00 PM. This time may also be used for assignment make-up. Course Objectives:

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Each English/Language Arts teacher strives for student success. Teachers intend to improve student performance in literature, nonfiction, and writing standards with a goal of ADVANCED levels performance for all students. The Pennsylvania Department of Education describes the advanced student as follows:


From this, the following course objectives have been adopted for English 9A and 9B: The ADVANCED student:








including the development of a unique voice or style. Plagiarism Policy: Plagiarism is NOT merely copying someone else’s words and presenting them as one’s own work; it also includes the theft of ideas. Students are expected to compose and submit original work. While citing the words and/or ideas of another writer is expected in research writing, proper conventions surrounding such practices need to be followed. The following website provides clear definitions and examples of plagiarism, both intentional and unintentional: http://www.plagiarism.org/learning_center/what_is_plagiarism.html In order to qualify for a score, any score, student work must be totally free of all forms of plagiarism. Student work found to be intentionally plagiarized, that is direct theft another’s words with or without subtle modifications, will receive zero credit. The English/Language Arts department has a firm ZERO TOLERANCE policy for this. It shall be at the teacher’s discretion how other forms of plagiarism are handled since each situation beyond the blatant is likely unique. Required Reading List:

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Listed below are the texts students will read and study throughout their academic year in English 9A & 9B. All LAHS freshmen will read those selections listed hereunder as “core texts.” This provides a standard means of determining student assessment and monitoring academic growth. In addition to the core texts, teachers will choose several others deemed suitable for individual classes based on student achievement, performance levels, and interests. These “supplemental texts” provide an individualized learning experience for students designed to promote engaging reading as a life-long activity.

English 9A: First Semester

English 9B: Second Semester





Wright Drama




SUPPLEMENTAL TEXTS Titles may appear in either 9A or 9B at the teacher’s discretion and student needs/interests. Shorter works (stories and poetry) are not listed here. Please refer to the PowerSchool grade book during the school year. Speak by Laurie Halse Anderson (Honors/CP) The Adventures of Huckleberry Finn

by Mark Twain The Hobbit by J. R. R. Tolkien (Honors/CP) The Gospel According to Larry by Janet Tashjian The Lord of the Rings (films) based on works by J. R. R. Tolkien (Honors/CP)

The Curious Incident of the Dog in the Night-time by Mark Haddon (Honors)

The Pearl by John Steinbeck Swallowing Stones by Joyce McDonald Fahrenheit 451 by Ray Bradbury (Honors) The Memory Keeper’s Daughter by Kim Edwards Night by Elie Wiesel (Honors/CP) Rumble Fish by S. E. Hinton (Honors) My Life with Chimpanzees by Jane Goodall West Side Story (Film) by Leonard Bernstein,

Stephen Sondheim, & Arthur Laurents (Honors) The Taming of the Shrew by William Shakespeare (Honors--Tentatively)


Determination of Final Grades: Students will earn a final grade for each credit of English taken. The final grade breakdown shall be as follows: English 9A: English 9B:

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Marking Period #1 Average: 40% Marking Period #3 Average: 40% Marking Period #2 Average: 40% Marking Period #4 Average: 40% Final Exam English 9A: 20% Final Exam English 9B: 20% -- Performances in both English 9A and English 9B will be used to determine appropriate course placement for tenth grade. Homework: Each teacher shall set his or her own homework policy. This will be defined at the start of the course. No teacher shall make homework count for more than 20% of a student’s grade. NOTE: Larger assignments requiring outside-the-classroom work, such as essays and research papers, do not qualify as “homework.” They are deep-reasoning prompts requiring extra time and will be assessed accordingly. Usually, homework consists of smaller assignments designed to check for understanding or provide a continuation of classroom content. Frequency of homework shall be at the teacher’s discretion. Keystone Exam Information: LAHS students shall take the Pennsylvania Keystone Exam for Literature at the end of tenth-grade English. Discipline Policy: Students are expected to bring a positive attitude to the classroom. If needed, teachers will work with building administration to rectify problematic behaviors. Failure to complete assigned tasks, coming to class unprepared, bullying, distractions, and other immaturity will not be tolerated. Teachers may assign after-school detention or refer issues to the principal or the assistant principal. Each classroom teacher will set his or her own procedures for discipline reporting unless building policy mandates a particular course of action. “Warnings” are NOT required as prerequisite interventions. Required Materials: All students should come to class prepared with a notebook/binder, paper, and pen/pencil. In addition, multi-colored highlighters will prove to be beneficial as they can help students organize and process key information. Lehighton Area School District Mission Statement: Partnering with students, families, and community to provide opportunities for life-long success through academic excellence and individual growth in a safe and supportive environment. High School Library Resources: Mrs. Potts, our high school librarian, is available each school day to assist students in conducting research and finding academic resources. Students may use “enrichment” time to visit the LAHS library and/or do so during allotted class time. Presently, our library makes the following resources available to students online at http://lahslib.wikispaces.com:


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COURSE SYLLABUS ACKNOWLEDGEMENT & STUDENT INFORMATION FORM Please complete this form and return it to school for a grade. Thank you.

Student Name: ______________________________________ Course: _______________ Parent/Guardian Name(s): __________________________________________________________ Parent/Guardian Phone Numbers: ____________________________________________________ Parent/Guardian E-mail (please print very clearly): __________________________________________ What is your preferred means of contact? PHONE Best time to contact you: _________ (please circle) E-MAIL EITHER Would you like to be added to an email contact list to receive updates regarding classroom content, assignments, and events? YES (please circle) NO Have you reviewed the ___________syllabus and will you help reinforce the course requirements and expectations at home? YES (just being supportive is often help enough) (please circle) NO If “no,” why not? _______________________________________ Optional: Parents, please describe your child in way that will help me to better teach this course OR students, please describe yourself in a way that will help me to better teach this course.

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Do you have any questions? I will answer during the first week of school. Parent/Guardian Signature: _________________________________________________________ Date Student Signature: ________________________________________________________________ Date


Honors English 12

CONTACT INFORMATION Mrs. Sharon Leitzel

610-377-6180 [email protected] or [email protected]

Time Available for Help I am available to help during Flex, after school, or during 4th block. Course Description

HonorsEnglish12combinesthestudyofEnglishandWorldliteraturewithcriticalthinkingandwritingskillsandisdesignedtopreparestudentsforcollegeEnglishcoursework.

Keystone/PA Common Core Standards to be Addressed EnglishLanguageArtsStandardsfortheCommonCore(withfocuson12thgrade)READINGLITERATURE(RL)1. Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitly

aswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

2. Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3. Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(ex.Whereastoryisset,howtheactionisordered,howthecharactersareintroducedordeveloped).

4. Determinethemeaningofwordsorphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors).

5. Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(ex.Thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6. Analyzeacaseinwhichagraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(ex.Satire,sarcasm,irony,orunderstatement).

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7. Analyzemultipleinterpretationsofastory,drama,orpoem(exrecordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybeShakespeareandoneplaybeanAmericandramatist).

8. Demonstrateknowledgeof18th,19thandearly20thcenturyfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilartopicsofthemes.

9. Bytheendof12thgrade,readandcomprehendliterature,includingstories,dramas,andpoemsatthehighendoftextcomplexitybandindependentlyandproficiently.

READINGINFORMATIONALTEXTS(RI)1. Analyzeacomplexsetofideasorsequenceofeventsandexplainhowspecificindividuals,

ideas,oreventsinteractanddevelopoverthecourseofthetext.2. Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,

connotative,andtechnicalmeanings;analyzehowanauthorusesphrasesandrefinesthemeaningofakeytermortermsoverthecourseofatext.

3. Analyzeandevaluatetheeffectivenessofthestructureanauthorusesinhisotherexpositionorargument,includingwhetherstructuremakespointsclear,convincingandengaging.

4. Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaformats(exvisually,quantitatively)aswellasinwordsinordertoaddressandquestionorsolveaproblem

5. Bytheendof12thgrade,readandcomprehendliterarynonfictionatthehighendoftextcomplexitybandindependentlyandproficiently.

WRITINGSTANDARDS(W)

1. Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

2. Writeinformative/explanatorytextstoexamineandconveycomplexideas,conceptsandinformationclearlyandaccuratelythroughtheeffectiveselection,organizationandanalysisofcontent.

3. Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetailsandwell-constructedeventsequences.

4. Producevelarandcoherentwritinginwhichthedevelopment,organizationandstyleareappropriatetotask,purpose,andaudience.

5. Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeoraudience.

6. Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproductsinresponsetoongoingfeedback,includingnewargumentsorinformation.

7. Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself-generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

8. Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,andaudience;integrateinformationintothetextselectivelyto

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maintaintheflowofideas,avoidingplagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitation.

9. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflectionandresearch.

10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflectionandrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,oraudiences.

SPEAKINGANDLISTENINGSTANDARDS(SL)

1. Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnerson12thgradetopics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.

2. Integratemultiplesourcesofinformationpresentedindiverseformatsandmedia(ex.Visually,quantitatively,orally)inordertomakeinformeddecisionsandsolveproblems,evaluatingthecredibilityandaccuracyofeachsourceandnotinganydiscrepanciesamongthedata.

3. Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.

4. Presentinformation,findings,andsupportingevidence,conveyingaclearanddistinctperspective,suchthatlistenerscanfollowthelineofreasoning,alternativeoropposingperspectivesareaddressed,andtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andarangeofformalandinformaltasks.

5. Makestrategicuseofmedia(extextual,graphic,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoningandevidencetoaddinterest.

6. Adaptspeechtoavarietyofcontextsandtasks,demonstratingacommandofformalEnglishwhenindicatedorappropriate.

LANGUAGESTANDARDS(L)

1. DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenspeakingorwriting;applytheunderstandingthatusageisamatterofconvention,canchangeovertimeandissometimescontested.Resolveissuesofcomplexorcontestedusage,consultingreferences(Merriam-Webster’sDictionaryofEnglishUsage,Garner’sModernAmericanUsage)asneeded.

2. DemonstratecommandofconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting;observehyphenationconventions;spellcorrectly.

3. Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

4. Determineorclarifythemeaningofunknownandmultiple-meaningwordsorphrasesbasedon12thgradecontent.

5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

6. Acquireanduseaccuratelygeneralacademicanddomain-specificwordsandphrases,sufficientforreading,writing,speakingandlisteningatthecollegeandcareerreadiness

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level;demonstrateindependenceingatheringsvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

Objectives and Goals

• Studentswillstudytheprose,poetryanddramafrommajorperiodsofBritishliterature.

• Studentswillread,discuss,andwriteaboutthehistorical,social,andculturalbackgroundsofeachperiod.

• Studentswillinterpretandanalyzevariousliteraturesinbothoralandwrittenmodes.Specialemphasiswillbeplacedongrammaticalandstylisticconsiderations.

• Studentswillproduceavarietyofliterarycriticismsandresearchessayswhichcontainclearthesisstatements,convincingsupport,referencesanddocumentationinMLA(ModernLanguageAssociation)Style.

• Studentswillreadtwoliterarypiecesofsubstantiallength(suchasanovelorplay)tofulfilltheoutsidereadingrequirement.

Determination of Grades Gradesaredeterminedbyanaverageofweeklyvocabularyquizzes,literaturequizzes,essaystermpapers,projects,andjournals.Termpapersarecountedastwogrades,asmorepreparationisrequiredforcomprehensivewrittendiscussions,supportedbyoutsideresources.AllgradeswillbeenteredintoPowerSchoolandavailableforaccessbybothparentsandstudents.

UpdatedGradingPolicyLehightonAreaHighSchool

Homeworkandclassparticipationwillnotcombineformorethan20%ofastudent’sgrade.Youhavetheabilitytohaveanycombinationofthetwotoaverageto0-20%ofthefinalgrade.Therewillnotbemorethan3%ofastudent’sgradeinfluencedbyextracredit.Youdonothavetoofferanyextracredit.Staffwillhaveaminimumof7gradespermarkingperiodintheirgradebook.Youcanhavemanymore,butaminimumof7summativeassessments.Thereisa4workdayturnaroundfromassessmenttoPowerSchoolinputforallassessments.Essayswillbeexemptfromthe4dayturnaround.Studentsonschoolsanctionedactivitieslikesports,chorus/bandwillhaveamaximumof2daystocompletemissedworkiftheymiss2ormoredaysofschool. Classroom Rules and Discipline

Inorderthatwehaveaproductiveschoolyear,thefollowingpoliciesandruleswillbeconsistentlyfollowed:

• Donotdoanythingthatwillcauseharmorinjurytoyourselforothersinthisclassroom.

• Swearingisprohibited.Inappropriate,negativecommentsorput-downswillnotbetolerated.

• Disrespectorinsubordinationofanytypewillnotbetolerated.

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• Youwillhaveassignedseats.Pleasebeinyourseatwhenthebellrings.Ifyouarelate,youmusthaveapassfromateachertoexcuseyourlateness.Donotmarkthedesksorleavediscardedpaperinthem.Donotmovethedeskssothattheytouchtheheater/airconditionerorthebackwall.

• Ifyoumustusethelavatory,pleaseask.PleasehaveyourStudentHandbooktoserveasyourPass.Donotasktoleaveduringatest.Iwilllimitthenumberofstudentsusingthelavatoryifpeoplefrequentlyandobviouslyabusetheprivilege.Forexample,takingawalkthroughthehalls,meetingfriendsinthelunchroom,etc.

• Gum,candy,foodanddrinksarenotpermittedinclass.• Pleasebringyourcoveredbook,notebook,andpenciltoclasseachday.Playing

withotherobjects–IPods,toys,make-up,jewelry—willnotbeallowedduringclass.

• Anyunauthorizeduseofcellphones,includingtextmessaging,duringclassisnotallowed.StudentsmayNOTkeeppursesonthetopofthedesk.Purses/handbagsmustremainunderthedeskthroughouttheentireclass.Asfarastheuseofdevicesduringclass,theacceptableusepolicyofLehightonHighSchoolwillbefollowed.Theuseofdevicesofanykindduringatestisprohibited.Violationstothecellphonepolicywillbehandledaccordingtothedisciplinepolicyoutlinedinthestudenthandbook.

• Talkingduringatestorquizisnotallowed.Also,pleaseobserverespectfulsilenceandattentionduringallannouncements,TribalVision,andChannelOne.

• Respectthepropertyofothers.Donottouch,take,writeon,ordestroyanythingthatisnotyourown.

• Pleaseremaininyourseatsuntilthebellrings.Donotlineupatthedoorattheendofclass.

• Pleaseinformmeofanyextra-curricularabsencesbeforeyouareabsent.Failuretofollowtheabovepolicieswillresultinastudent/teacherconferenceduringwhichappropriatepenaltieswillbegiven(Privatedetention,after-schooldetention,parent/teacherconference,etc.)Throughmyyearsofteachingexperience,Ihavelearnedthatsuccessinaclassroomisachievedthroughmutualstudent-teacherrespect,apositiveattitudeandopencommunication.Ilookforwardtooursemesteroflearningtogether.

BringYourOwnDevicePleasenote,BYODisaprivilegeandNOTaneducationalright.TeachersmaylimitBYODusageonaclass-by-classorindividualbasis.Rules&PoliciesforBYOD(asperBuildinganddistrictadministration):


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47. Studentsconnectingtotheinternetmustusethedistrict’sWi-Ficonnection7:30-2:30.FailuretoconnecttotheWi-Ficouldjeopardizeusage.

48. Devicesmustbeusedforteacher-directed,educationalpurposesonly.TeachersmaylimitBOYDonclassbyclassbasis.

49. Filmingclasses,takingpictures,and/orrecordingaudioisnotpermitted,andviolatorscouldbereferredtothepoliceandprosecuted.

50. Thisprivilegemayberevokedforviolationsofschoolrulesandpoliciesonanindividualbasis.TheclassroomteacherwillhaveapolicyinplaceforfailuretofollowtheestablishedclassregulationsregardingBYOD.

Topics to be Covered and Timeline for the Course:

Unit1:Anglo-SaxonEngland(Weeks1-3)–Studyofhistoricalcontext,theemergenceoftheEnglishlanguage,timelines,andthelegacyoftheera.ReadinganddiscussionofBeowulf,translatedbySeamusHeaneyaswellaslyricalselectionsfromtheExeterbook.LiteraryAnalysisFocus:Epicpoetryandhistoricalwriting.Cross-culturalthemes:GreekDramaandOedipusRexbySophocles.Unit2:MedievalEngland(Weeks4-6)–Studyofhistoricalcontext,evolutionofOldEnglishtoMiddleEnglish,timelinesandthelegacyoftheera.ReadinganddiscussionofTheCanterburyTalesbyGeoffreyChaucer,variouspopularfolkballads,Everyman,andselectionsfrom“SirGawainandtheGreenKnight”and“LeMorted’Arthur”bySirThomasMalory.LiteraryAnalysisFocus:Medievalnarratives,balladform,Moralityplays,didacticliteratureandallegory,andRomance.Unit3:TheEnglishRenaissance(Weeks7-10)–AStudyofhumanachievementsintheRenaissance,historicalcontexts,achanginglanguage,timelinesandthelegacyoftheera.ReadinganddiscussionofMacbethbyWilliamShakespeare,excerptsfromChroniclesbyRaphaelHolinshed,varioussonnetsbyShakespeare,Spenser,andPetrarch,variousElizabethan(ElizabethI,ChristopherMarlowe,SirWalterRaleigh),Cavalier(AndrewMarvell,RobertHerrick,RichardLovelace)andMetaphysicalpoems(JohnDonne,JohnMilton,BenJonson.)LiteraryAnalysisfocus:Sonnetform,Shakespeareantragedy,thelanguageofdrama,historicalaccounts,rhetoricaldevices,metaphysicalconceitsandarguments,figurativelanguage.Unit4:TheAgeofRomanticism(Weeks11-13)–Thequestionofthetimes:emotionorexperimentation?Examinationofthehistoricalcontext(reactionagainstneoclassicism),thechanginglanguage,timeline,andthelegacyoftheera.ReadinganddiscussionofpoetryofWilliamBlakeandRobertBurns.ReadinganddiscussionoftheLakePoets:WilliamWordsworthandSamuelTaylorColeridge.Readinganddiscussionofthesecondgenerationromantics:PercyByssheShelleyandJohnKeats.LiteraryAnalysisFocus:

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Romanticism,formandmeaninginpoetry,reflectivewriting,lyricpoems,symbolism,literaryballads,sensoryimagery,figurativelanguage,odes.Unit5:ModernandContemporaryLiterature(Weeks14-16)–Ananalysisofnewideasandnewvoices.Anexaminationofthehistoricalcontext(definitionandchallengeofmodernism),thechanginglanguage,timeline,andthelegacyoftheera.Readinganddiscussionofliteratureofthefollowingwriters:T.S.Eliot,W.H.Auden,DylanThomas,WilliamButlerYeats,JamesJoyce,AldousHuxley,ElieWeisel,ArthurMiller,SeamusHeaney,SamuelBeckett,J.D.Salinger,TedHughes,TobiasWolff,KatherineMansfield.LiteraryAnalysisFocus:Modernism,literatureassocialcriticism,memoir,symbolismandirony,pointofview,psychologicalfiction,freeverse,figurativelanguage.

Writing/Research Assignment Requirements Students will complete a paper appropriate for their grade level, even if they are in a class of mixed grades. A timeline will be provided with specific due dates throughout the semester. Plagiarism Information

Plagiarismisacademictheft,willfullystealinganother’swordsorideasandpresentingthemasyourown.Plagiarismmaybeintentional(suchastheabovementioned)orunintentional.Unintentionalplagiarismoccurswhensourcesareutilizedandnotcorrectlycited.Bothtypesofplagiarism,however,willincurpenalties.Unintentionalplagiarism–Thestudentwhounintentionallyplagiarizesmustmeetindividuallywithmeforareviewofcorrectcitationmethods(MLAStyle).ThestudentwillcorrectbothparentheticalcitationandWorksCited.AdeductionofgradepointsintheConventionsareaofthePSSAWritingRubricwilloccurforthatessay.Thedeductionswillincreasesignificantlyiftheplagiarismcontinuesonsubsequentessays.Bottomline:learnhowtocorrectlycitesourcestoavoidunintentionalplagiarism.Intentionalplagiarism–Thisoccurswhenonestudent“shares”his/heressaywithafriend.Thefriendthenchangesafewwordsandsubmitstheessayashis/herown.AnotherexampleofintentionalplagiarismiscopyinganessayfromtheInternet,abook,orjournalandsubmittingitasyouroriginalwork.Thistypeofplagiarismisquiteeasytodetect.IfIdetectintentionalplagiarism,theessaywillreceiveazero.Ifmultiplestudentsareinvolved,allstudentswillreceiveazero.Parentswillalsobeinformed.Bottomline:rememberthatyouressaysreflectnotonlyyourintelligenceandunderstandingofasubject,butyourcharacteraswell.Behonest.

Plagiarism.org has excellent information about intended and unintended plagiarism. No form of plagiarism is acceptable.

“What is Plagiarism?” Plagiarism.org Accessed January 3, 2012

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http://www.plagiarism.org/learning_center/what_is_plagiarism.html We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ Parent/Guardian Signature: ______________________________ Date: ____________________


Academic English 12

CONTACT INFORMATION Mrs. Sharon Leitzel


Time Available for Help I am available to help during Flex, after school, or during 4th block. Course Description

HonorsEnglish12combinesthestudyofEnglishandWorldliteraturewithcriticalthinkingandwritingskillsandisdesignedtopreparestudentsforcollegeEnglishcoursework.

Keystone/PA Common Core Standards to be Addressed EnglishLanguageArtsStandardsfortheCommonCore(withfocuson12thgrade)READINGLITERATURE(RL)10. Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitly


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WRITINGSTANDARDS(W)




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18. Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,andaudience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitation.











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12. Acquireanduseaccuratelygeneralacademicanddomain-specificwordsandphrases,sufficientforreading,writing,speakingandlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringsvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.


• Studentswillstudytheprose,poetryanddramafrommajorperiodsofBritishliterature.

• Studentswillread,discuss,andwriteaboutthehistorical,social,andculturalbackgroundsofeachperiod.

• Studentswillinterpretandanalyzevariousliteraturesinbothoralandwrittenmodes.Specialemphasiswillbeplacedongrammaticalandstylisticconsiderations.

• Studentswillproduceavarietyofliterarycriticismsandresearchessayswhichcontainclearthesisstatements,convincingsupport,referencesanddocumentationinMLA(ModernLanguageAssociation)Style.

• Studentswillreadtwoliterarypiecesofsubstantiallength(suchasanovelorplay)tofulfilltheoutsidereadingrequirement.

Determination of Grades Gradesaredeterminedbyanaverageofweeklyvocabularyquizzes,literaturequizzes,essaystermpapers,projects,andjournals.Termpapersarecountedastwogrades,asmorepreparationisrequiredforcomprehensivewrittendiscussions,supportedbyoutsideresources.AllgradeswillbeenteredintoPowerSchoolandavailableforaccessbybothparentsandstudents.


Homeworkandclassparticipationwillnotcombineformorethan20%ofastudent’sgrade.Youhavetheabilitytohaveanycombinationofthetwotoaverageto0-20%ofthefinalgrade.Therewillnotbemorethan3%ofastudent’sgradeinfluencedbyextracredit.Youdonothavetoofferanyextracredit.

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Staffwillhaveaminimumof7gradespermarkingperiodintheirgradebook.Youcanhavemanymore,butaminimumof7summativeassessments.Thereisa4workdayturnaroundfromassessmenttoPowerSchoolinputforallassessments.Essayswillbeexemptfromthe4dayturnaround.Studentsonschoolsanctionedactivitieslikesports,chorus/bandwillhaveamaximumof2daystocompletemissedworkiftheymiss2ormoredaysofschool. Classroom Rules and Discipline




• Disrespectorinsubordinationofanytypewillnotbetolerated.• Youwillhaveassignedseats.Pleasebeinyourseatwhenthebellrings.Ifyouare

late,youmusthaveapassfromateachertoexcuseyourlateness.Donotmarkthedesksorleavediscardedpaperinthem.Donotmovethedeskssothattheytouchtheheater/airconditionerorthebackwall.




• Anyunauthorizeduseofcellphones,includingtextmessaging,duringclassisnotallowed.StudentsmayNOTkeeppursesonthetopofthedesk.Purses/handbagsmustremainunderthedeskthroughouttheentireclass.Asfarastheuseofdevicesduringclass,theacceptableusepolicyofLehightonHighSchoolwillbefollowed.Theuseofdevicesofanykindduringatestisprohibited.Violationstothecellphonepolicywillbehandledaccordingtothedisciplinepolicyoutlinedinthestudenthandbook.




• Pleaseinformmeofanyextra-curricularabsencesbeforeyouareabsent.

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Failuretofollowtheabovepolicieswillresultinastudent/teacherconferenceduringwhichappropriatepenaltieswillbegiven(Privatedetention,after-schooldetention,parent/teacherconference,etc.)Throughmyyearsofteachingexperience,Ihavelearnedthatsuccessinaclassroomisachievedthroughmutualstudent-teacherrespect,apositiveattitudeandopencommunication.Ilookforwardtooursemesteroflearningtogether.

BringYourOwnDevicePleasenote,BYODisaprivilegeandNOTaneducationalright.TeachersmaylimitBYODusageonaclass-by-classorindividualbasis.Rules&PoliciesforBYOD(asperBuildinganddistrictadministration):







Unit1:Anglo-SaxonEngland(Weeks1-3)–Studyofhistoricalcontext,theemergenceoftheEnglishlanguage,timelines,andthelegacyoftheera.ReadinganddiscussionofBeowulf,translatedbySeamusHeaneyaswellaslyricalselectionsfromtheExeterbook.LiteraryAnalysisFocus:Epicpoetryandhistoricalwriting.Cross-culturalthemes:GreekDramaandOedipusRexbySophocles.Unit2:MedievalEngland(Weeks4-6)–Studyofhistoricalcontext,evolutionofOldEnglishtoMiddleEnglish,timelinesandthelegacyoftheera.ReadinganddiscussionofTheCanterburyTalesbyGeoffreyChaucer,variouspopularfolkballads,Everyman,andselectionsfrom“SirGawainandtheGreenKnight”and“LeMorted’Arthur”bySirThomasMalory.LiteraryAnalysisFocus:Medievalnarratives,balladform,Moralityplays,didacticliteratureandallegory,andRomance.

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Unit3:TheEnglishRenaissance(Weeks7-10)–AStudyofhumanachievementsintheRenaissance,historicalcontexts,achanginglanguage,timelinesandthelegacyoftheera.ReadinganddiscussionofMacbethbyWilliamShakespeare,excerptsfromChroniclesbyRaphaelHolinshed,varioussonnetsbyShakespeare,Spenser,andPetrarch,variousElizabethan(ElizabethI,ChristopherMarlowe,SirWalterRaleigh),Cavalier(AndrewMarvell,RobertHerrick,RichardLovelace)andMetaphysicalpoems(JohnDonne,JohnMilton,BenJonson.)LiteraryAnalysisfocus:Sonnetform,Shakespeareantragedy,thelanguageofdrama,historicalaccounts,rhetoricaldevices,metaphysicalconceitsandarguments,figurativelanguage.Unit4:TheAgeofRomanticism(Weeks11-13)–Thequestionofthetimes:emotionorexperimentation?Examinationofthehistoricalcontext(reactionagainstneoclassicism),thechanginglanguage,timeline,andthelegacyoftheera.ReadinganddiscussionofpoetryofWilliamBlakeandRobertBurns.ReadinganddiscussionoftheLakePoets:WilliamWordsworthandSamuelTaylorColeridge.Readinganddiscussionofthesecondgenerationromantics:PercyByssheShelleyandJohnKeats.LiteraryAnalysisFocus:Romanticism,formandmeaninginpoetry,reflectivewriting,lyricpoems,symbolism,literaryballads,sensoryimagery,figurativelanguage,odes.Unit5:ModernandContemporaryLiterature(Weeks14-16)–Ananalysisofnewideasandnewvoices.Anexaminationofthehistoricalcontext(definitionandchallengeofmodernism),thechanginglanguage,timeline,andthelegacyoftheera.Readinganddiscussionofliteratureofthefollowingwriters:T.S.Eliot,W.H.Auden,DylanThomas,WilliamButlerYeats,JamesJoyce,AldousHuxley,ElieWeisel,ArthurMiller,SeamusHeaney,SamuelBeckett,J.D.Salinger,TedHughes,TobiasWolff,KatherineMansfield.LiteraryAnalysisFocus:Modernism,literatureassocialcriticism,memoir,symbolismandirony,pointofview,psychologicalfiction,freeverse,figurativelanguage.

Writing/Research Assignment Requirements Students will complete a paper appropriate for their grade level, even if they are in a class of mixed grades. A timeline will be provided with specific due dates throughout the semester. Plagiarism Information

Plagiarismisacademictheft,willfullystealinganother’swordsorideasandpresentingthemasyourown.Plagiarismmaybeintentional(suchastheabovementioned)orunintentional.Unintentionalplagiarismoccurswhensourcesareutilizedandnotcorrectlycited.Bothtypesofplagiarism,however,willincurpenalties.Unintentionalplagiarism–Thestudentwhounintentionallyplagiarizesmustmeetindividuallywithmeforareviewofcorrectcitationmethods(MLAStyle).ThestudentwillcorrectbothparentheticalcitationandWorksCited.AdeductionofgradepointsintheConventionsareaofthePSSAWritingRubricwilloccurforthatessay.Thedeductionswill

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increasesignificantlyiftheplagiarismcontinuesonsubsequentessays.Bottomline:learnhowtocorrectlycitesourcestoavoidunintentionalplagiarism.Intentionalplagiarism–Thisoccurswhenonestudent“shares”his/heressaywithafriend.Thefriendthenchangesafewwordsandsubmitstheessayashis/herown.AnotherexampleofintentionalplagiarismiscopyinganessayfromtheInternet,abook,orjournalandsubmittingitasyouroriginalwork.Thistypeofplagiarismisquiteeasytodetect.IfIdetectintentionalplagiarism,theessaywillreceiveazero.Ifmultiplestudentsareinvolved,allstudentswillreceiveazero.Parentswillalsobeinformed.Bottomline:rememberthatyouressaysreflectnotonlyyourintelligenceandunderstandingofasubject,butyourcharacteraswell.Behonest.

Plagiarism.org has excellent information about intended and unintended plagiarism. No form of plagiarism is acceptable.

“What is Plagiarism?” Plagiarism.org Accessed January 3, 2012 http://www.plagiarism.org/learning_center/what_is_plagiarism.html We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ Parent/Guardian Signature: ______________________________ Date: ____________________


Applied English 12

CONTACT INFORMATION Mrs. Sharon Leitzel Mr. Terry Haberman

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[email protected]

Time Available for Help: Mrs. Leitzel is available to help during Enrichment, after school, or during 4th block. Mr. Haberman is available to help during Enrichment and after school. Course Description:

COURSEDESCRIPTION:AppliedEnglish12focusesonthecontinueddevelopmentof

effectivecommunicationskills,suchasthinking,speaking,listeningandwriting.The

courseintroducesthemajorworksofBritishliteratureasaplatformforcriticalreading,

interpretation,discussionandwriting.Essentialquestionswillapplytoeverydaylife

today.

Keystone/Common Core Standards to be Addressed EnglishLanguageArtsStandardsfortheCommonCore(withfocuson12thgrade)READINGLITERATURE(RL)19. Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitly









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WRITINGSTANDARDS(W)








28. Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,andaudience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitation.


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18. Acquireanduseaccuratelygeneralacademicanddomain-specificwordsandphrases,sufficientforreading,writing,speakingandlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringsvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

Objectives and Goals:

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• Studentswillcontinuetodevelopskillsforindependentreading,suchasvocabularystudy,useofcontextclues,inordertodemonstrateunderstandingandcomprehensionoftext.

• Studentswillreadandevaluateanauthor’spurposeforwriting,includingdeterminingstyle,distinguishingfactandopinion,makinginferences,anddrawingconclusions.

• Studentswillinterpretsignificantworksfromvariousformsofliteratureandstudyliteraryelementstointerpretthemeaningoftext.

• Studentswillanalyzethewayinwhichaworkofliteratureisrelatedtothethemesandissuesofitshistoricalperiod.

• Studentswillwriteinvariousstyles,includinginformational,persuasiveandcreativepieces.

• Studentswillwritewithaclearfocus,strongsupportandfollowtheconventionsofstandardwrittenEnglish,usingtheKeystonewritingguidelines.

• Studentswilllistencriticallyandrespondtoothersinsmallandlargegroupsituations.

• Studentswillusemediaandtechnologyresourcesforresearch,information,analysis,problemsolving,anddecisionmakingincontentlearning.

Determination of Grades: Gradesaredeterminedbyanaverageofweeklyvocabularyquizzes,literaturequizzes,essaysandprojects.Someprojectsmaybecountedastwogrades,asmorepreparationisrequired.Gradesareavailableforviewingon-linethroughthePowerSchoolapplication.SeeGuidanceforinformationonsettingupanaccount Classroom Rules and Discipline:







• Gum,candy,foodanddrinksarenotpermittedinclass.

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• Pleasebringyourcoveredbook,notebook,andpenciltoclasseachday.Playingwithotherobjects–IPods,toys,make-up,jewelry—willnotbeallowedduringclass.

• Anyunauthorizeduseofcellphones,includingtextmessaging,duringclassisnotallowed.PleaseturnOFFyourcell-phonebeforeyouentertheroom.StudentsmayNOTkeeppursesonthetopofthedesk.Purses/handbagsmustremainunderthedeskthroughouttheentireclass.IfIseeacellphone,Iwilltakeit.ItwillthenbegiventothePrincipal,asperschoolpolicyoncellphones.Acellphonethatringsduringclasswillalsobecollected.Ascellphonesarethenumberonedistractioninclass,theschool’scellphonepolicywillbestrictlyandconsistentlyenforced.






Homeworkandclassparticipationwillnotcombineformorethan20%ofastudent’sgrade.Youhavetheabilitytohaveanycombinationofthetwotoaverageto0-20%ofthefinalgrade.Therewillnotbemorethan3%ofastudent’sgradeinfluencedbyextracredit.Youdonothavetoofferanyextracredit.Staffwillhaveaminimumof7gradespermarkingperiodintheirgradebook.Youcanhavemanymore,butaminimumof7summativeassessments.Thereisa4workdayturnaroundfromassessmenttoPowerSchoolinputforallassessments.Essayswillbeexemptfromthe4dayturnaround.Studentsonschoolsanctionedactivitieslikesports,chorus/bandwillhaveamaximumof2daystocompletemissedworkiftheymiss2ormoredaysofschool.BringYourOwnDevicePleasenote,BYODisaprivilegeandNOTaneducationalright.TeachersmaylimitBYODusageonaclass-by-classorindividualbasis.

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Rules&PoliciesforBYOD(asperBuildinganddistrictadministration):56. Alldevicesaretheresponsibilityofthestudent–teachersandLehightonSchoolDistrictare

notliableforanydamageorlosstopersonaldevices.






LITERATURETOPICSTOBECOVEREDANDTIMELINEFORTHECOURSE:Unit1:Anglo-SaxonEngland(Weeks1-3)–Studyofhistoricalcontext,theemergenceof

theEnglishlanguage,timelines,andthelegacyoftheera.Readinganddiscussionof

Beowulf.LiteraryAnalysisFocus:Epicpoetryandhistoricalwriting.Cross-culturalthemes:

GreekDramaandOedipusRexbySophocles.

Unit2:MedievalEngland(Weeks4-6)–Studyofhistoricalcontext,evolutionofOld

EnglishtoMiddleEnglish,timelinesandthelegacyoftheera.Mayincludethefollowing:

ReadinganddiscussionofTheCanterburyTalesbyGeoffreyChaucer,andselectionsfrom

“SirGawainandtheGreenKnight”and“LeMorted’Arthur”bySirThomasMalory.

LiteraryAnalysisFocus:Medievalnarratives,balladform,Moralityplays,didacticliterature

andallegory,andRomance.

Unit3:TheEnglishRenaissance(Weeks7-10)–AStudyofhumanachievementsinthe

Renaissance,historicalcontexts,achanginglanguage,timelinesandthelegacyoftheera.

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ReadinganddiscussionofMacbethbyWilliamShakespeare.LiteraryAnalysisfocus:

Shakespeareantragedy,thelanguageofdrama,historicalaccounts,figurativelanguage.

Unit4:ModernandContemporaryLiterature(Weeks14-16)–Ananalysisofnewideas

andnewvoices.Anexaminationofthehistoricalcontext(definitionandchallengeof

modernism),thechanginglanguage,timeline,andthelegacyoftheera.Readingand

discussionofliteratureofthefollowingwriters:ArthurMiller’sDeathofaSalesmanand

J.D.Salinger’sTheCatcherintheRye,aswellasselectedmodernpoems.

Includedwithineachofthehistoricalerasabovewillberegularvocabularylessons,

weeklywritingpromptsandin-classreading(novel/play).

Writing/Research Assignment Requirements Students will complete a career research paper and presentation. Students and teachers may utilize Grammarly to assist with the correction of grammar. A timeline will be provided with specific due dates throughout the semester. Plagiarism Information

Plagiarismisacademictheft,willfullystealinganother’swordsorideasandpresentingthemasyourown.Plagiarismmaybeintentional(suchastheabovementioned)orunintentional.Unintentionalplagiarismoccurswhensourcesareutilizedandnotcorrectlycited.Bothtypesofplagiarism,however,willincurpenalties.Unintentionalplagiarism–Thestudentwhounintentionallyplagiarizesmustmeetindividuallywithmeforareviewofcorrectcitationmethods(MLAStyle).ThestudentwillcorrectbothparentheticalcitationandWorksCited.AdeductionofgradepointsintheConventionsareaofthePSSAWritingRubricwilloccurforthatessay.Thedeductionswillincreasesignificantlyiftheplagiarismcontinuesonsubsequentessays.Bottomline:learnhowtocorrectlycitesourcestoavoidunintentionalplagiarism.Intentionalplagiarism–Thisoccurswhenonestudent“shares”his/heressaywithafriend.Thefriendthenchangesafewwordsandsubmitstheessayashis/herown.AnotherexampleofintentionalplagiarismiscopyinganessayfromtheInternet,abook,orjournalandsubmittingitasyouroriginalwork.Thistypeofplagiarismisquiteeasytodetect.IfIdetectintentionalplagiarism,theessaywillreceiveazero.Ifmultiplestudentsareinvolved,allstudentswillreceiveazero.Parentswillalsobeinformed.Bottomline:rememberthatyouressaysreflectnotonlyyourintelligenceandunderstandingofasubject,butyourcharacteraswell.Behonest.

Plagiarism.org has excellent information about intended and unintended plagiarism. No form of plagiarism is acceptable. According to Plagiarism.org:

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“What is Plagiarism?” Plagiarism.org Accessed January 3, 2012 http://www.plagiarism.org/learning_center/what_is_plagiarism.html PLEASE SIGN BELOW and return to Mrs. Leitzel/ Mr. Haberman We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher. Student Signature: ______________________________________ Date: ___________________ Parent/Guardian Signature: ______________________________ Date: ____________________


Advanced Placement English 12: Literature and Composition

CONTACT INFORMATION

Mrs. Sharon Leitzel 610-377-6180

[email protected] or [email protected]

Time Available for Help I am available to help during Flex, after school, or during 4th block. Course Description TheAPEnglishLiteraturecourseengagesstudentsinthedeliberateandthoughtfulreadingandconsiderationofthevariousgenresofAmericanandBritishliterature.Throughoutthereadingprocess,studentsaretaughttoincorporatetheirownpreviousknowledgeandpastexperiencetoenrichtheirunderstandingofthereading.Sotoo,readingisinformedbyresearchandstudyoftheculturalandhistoricalheritagesthatcomprisetheframeworkoftheliterature.Personalanalysisisfurtherenhancedinsmallgroupandlargediscussionsinaseminarsetting.Studentsareexpectedtoreactto,analyze,criticize,anddefendtheirownandothers’interpretations.Thestudyofliteratureculminatesinwriting.Studentsproduce,reviseandsubmitvariousliterarycriticisms,analysesandresearchbasedessaysthatdemonstrateunderstandingoftheliteratureandliteraryconceptsaswellasmasteryoftheirowncriticalwritingskills.Studentsareexpectedtosubmit

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articulate,well-supported,documented,andformatteddiscussions.Thisincreasesthestudents’levelofconfidenceandreadinessforcollegewriting.Whilestudentsaretaughttoexaminethe“bigpicture,”theyarealsoledthroughacarefulexaminationofthe“nutsandbolts”ofliterarycreativity.Onecannotmakeanintelligentstatementoftheoverallmeaningofapieceofshortfictionwithoutaworkingknowledgeoftechnique.Thisincludesplot,theme,pointofview,character.Likewise,forpoetry,wemuststudyandconsiderliteraryandtechnicaldevises.Afterthesetechniquesarelearned,onecanformanopinionontheauthor’spurposeandevaluatehowwellthatpurposeisachieved.APEnglishwillfollowacumulativeapproachinwhichwestartwiththebasicsandbuildonthem.Throughmuchpracticereading,studentswillgainconfidencewiththeirownskillsinrespondingtothevariousgenresofliterature.StudentscompletingthiscourseshouldbeabletoqualifyforcollegecreditorplacementbypassingtheAPExaminationandtocompeteatahighlevelincollegeliteraturecourses.Text:Perrine’sLiterature:Structure,SoundandSense.8thed.Ed.ThomasR.ArpandGregJohnson.FortWorth:HarcourtCollegePublishers,2002. AP students approach their study knowing that the AP text is not the only resource they’ll be using. Students will have access to a college-level dictionary, a reference book on Greek and Roman mythology, and a Bible. They are expected to research all allusions as well as unfamiliar vocabulary words. So too, many educational sites on-line provide excellent links to background and cultural resources, as well as author biographies. Students use the library databases to research for assigned papers and essays. Knowing where to find the answers is just as, if not more important than knowing all the answers. Knowing how to effectively research a topic is an important skill to ensure success at the college level. Keystone/Common Core Standards to be Addressed EnglishLanguageArtsStandardsfortheCommonCore(withfocuson12thgrade)READINGLITERATURE(RL)28. Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitly







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WRITINGSTANDARDS(W)








38. Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,andaudience;integrateinformationintothetextselectivelyto

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maintaintheflowofideas,avoidingplagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitation.
















24. Acquireanduseaccuratelygeneralacademicanddomain-specificwordsandphrases,sufficientforreading,writing,speakingandlisteningatthecollegeandcareerreadiness

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level;demonstrateindependenceingatheringsvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.


• Studentswillstudytheprose,poetry,dramaandnon-fictionalprosefromrepresentativemasterworksofWesterncivilization.

• Interpretativeandanalyticalwritingwillbestressed,aswellasstrongemphasisongrammaticalandstylisticconsiderations.

• Studentswillproduceavarietyofliterarycriticismsandresearchessaysthatcontainclearthesisstatements,convincingsupport,referencesanddocumentationinMLA(ModernLanguageAssociation)Style.

• StudentswillpreparefortheAPtestbypracticeandreviewofthewritingaswellasthereadingcomprehensionofpoetryandprose.

Determination of Grades Gradesaredeterminedbyanaverageofweeklyvocabularyquizzes,literaturequizzes,essaystermpapers,projects,andjournals.Termpapersarecountedastwogrades,asmorepreparationisrequiredforcomprehensivewrittendiscussions,supportedbyoutsideresources.AllgradeswillbeenteredintoPowerSchoolandavailableforaccessbybothparentsandstudents. Journals– Students are required to keep a journal. At the start of each class, we (teacher and students) engage in a journal session on a writing prompt. The prompts are open-ended and are based on an issue or question raised in the literature under consideration. Journals are often used as a starting place to gather and organize thoughts before a discussion or writing assignment. Also, students are required to keep a reader-response journal as they read through a novel or play. Entries can refer to plot, but must not be merely plot-driven summaries. Journals are collected, read through and graded each marking period for content only. Classroom Rules and Discipline






• Ifyoumustusethelavatory,pleaseask.PleasehaveyourStudentHandbooktoserveasyourPass.Donotasktoleaveduringatest.Iwilllimitthenumberofstudentsusingthelavatoryifpeoplefrequentlyandobviouslyabusetheprivilege.

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Forexample,takingawalkthroughthehalls,meetingfriendsinthelunchroom,etc.



• Anyunauthorizeduseofcellphones,includingtextmessaging,duringclassisnotallowed.PleaseturnOFFyourcell-phonebeforeyouentertheroom.StudentsmayNOTkeeppursesonthetopofthedesk.Purses/handbagsmustremainunderthedeskthroughouttheentireclass.IfIseeacellphone,Iwilltakeit.ItwillthenbegiventothePrincipal,asperschoolpolicyoncellphones.Acellphonethatringsduringclasswillalsobecollected.Ascellphonesarethenumberonedistractioninclass,theschool’scellphonepolicywillbestrictlyandconsistentlyenforced.






TheElementsofProse• TheNatureofFiction• TheFormandStructureofFiction• TheModesofFiction• TheWorldsoffiction• ReadingandRespondingtoLiterature• TheShortStory• TheNovel• Non-FictionalProse

TheElementsofDrama

• TheNatureofDrama• TheTypesofDrama

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• TheStructuresofDrama• TheAffectiveElementsofDrama• TheAudienceintheStudyofDramaandFiction• TheNatureofTragedy• TheNatureofComedy• ModernRealisticProseDrama• ModernDrama

TheElementsofPoetry

• APoetryReview• AspectsofPoetry• LyricalandNarrativePoetry• PoeticGenres• PoetryinTranslation• DenotationandConnotation• Imagery• FigurativeLanguage

PreparingfortheAPexaminationinLiteratureandComposition

• GeneralConsiderations• AnsweringtheMultipleChoiceQuestions• WritinganEssayresponse• WritinganEssayonPoetry• WritinganEssayonProse• ReviewofGrammaticalandStylisticConsiderations

Writing/Research Assignment Requirements Preparation for college-level writing is one of the primary goals of AP English 12. Therefore, AP students continually practice and hone their writing skills. The daily journals are a place to record initial impressions and ideas. Students write a variety of essays ranging from simple expository essays, literary analyses, and persuasive essays to research papers. Students use the MLA Handbook for Writers of Research Papers as a guide. I am available throughout the writing process in student-teacher conferences where we together critically evaluate their writing. The writing process is very much a work-in-progress. Students and teachers may utilize Grammarly to assist with the correction of grammar. Plagiarism Information

Plagiarismisacademictheft,willfullystealinganother’swordsorideasandpresentingthemasyourown.Plagiarismmaybeintentional(suchastheabovementioned)or

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unintentional.Unintentionalplagiarismoccurswhensourcesareutilizedandnotcorrectlycited.Bothtypesofplagiarism,however,willincurpenalties.Unintentionalplagiarism–Thestudentwhounintentionallyplagiarizesmustmeetindividuallywithmeforareviewofcorrectcitationmethods(MLAStyle).ThestudentwillcorrectbothparentheticalcitationandWorksCited.AdeductionofgradepointsintheConventionsareaofthePSSAWritingRubricwilloccurforthatessay.Thedeductionswillincreasesignificantlyiftheplagiarismcontinuesonsubsequentessays.Bottomline:learnhowtocorrectlycitesourcestoavoidunintentionalplagiarism.Intentionalplagiarism–Thisoccurswhenonestudent“shares”his/heressaywithafriend.Thefriendthenchangesafewwordsandsubmitstheessayashis/herown.AnotherexampleofintentionalplagiarismiscopyinganessayfromtheInternet,abook,orjournalandsubmittingitasyouroriginalwork.Thistypeofplagiarismisquiteeasytodetect.IfIdetectintentionalplagiarism,theessaywillreceiveazero.Ifmultiplestudentsareinvolved,allstudentswillreceiveazero.Parentswillalsobeinformed.Bottomline:rememberthatyouressaysreflectnotonlyyourintelligenceandunderstandingofasubject,butyourcharacteraswell.Behonest.

Plagiarism.org has excellent information about intended and unintended plagiarism. No form of plagiarism is acceptable. According to Plagiarism.org:

Types of Plagiarism Many people think of plagiarism as copying another’s work or borrowing someone else’s original ideas. But terms like “copying” and “borrowing” can disguise the seriousness of the offense: “What is Plagiarism?” Plagiarism.org Accessed January 3, 2012 http://www.plagiarism.org/learning_center/what_is_plagiarism.html Name___________________________________________ AP English Literature and Composition Syllabus Agreement: We, student and parent/guardian, have read and understand the course syllabus. We are aware of the classroom guidelines and requirements of the course. We understand that time is available during the week for extra help and the student who signs below may be required to attend remediation sessions as assigned by the teacher.

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Student Signature: ______________________________________ Date: ___________________ Parent/Guardian Signature: ______________________________ Date: ____________________

LehightonAreaHighSchoolCourseSyllabusHonorsEnglish10Mrs.Marchetti

http://[email protected]

CourseDescription:

ThiscourseincludesastudyofEnglishgrammar,vocabularydevelopment,spelling,andwordusage.Muchtimeisspentonstudentwritingincludingsentencedevelopment,bookreporting,research,andcompositions.Theliteratureincludesfiction,nonfiction,poetry,anddrama.Studentsarerequiredtoreadseveralbooksoutsideoftheregularcurriculum.PennsylvaniaStateStandardsandCommonCoreGoals:

With a focus on college and career readiness, the instructional shifts as reflected in Common Core are evident throughout the PA Common Core Standards:

• Balancing the reading of informational and literary texts so that students can access non-fiction and authentic texts as well as literature

• Focusing on close and careful reading of text so that students are learning from the text • Building a staircase of complexity (i.e., each grade level requires a “step” of growth on

the “staircase”) so that students graduate college or career ready • Supporting writing from sources (i.e., using evidence from text to inform or make an

argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read.

• Stressing an academically focused vocabulary so that students can access more complex texts

DeterminationofGrades: 85%=tests,papers,projects,quizzes 15%=homework,classparticipation AllworkMUSTbehandedinonthedateitisdue.Materialshandedinlatewillreceiveazero.Thispolicyisinplacebecauseallstudentsmustbeabletodiscussthematerialinclass.TimeAvailableforHelp:

Pleaseseemetoarrangeforhelpoutsideofclasstime.ClassroomRulesandDiscipline: Pleaseseetheattachedsheetofrulesandanexampleofdailygrades.TimelinefortheCourseandTopicsCovered:

1Week–IntroductiontoLiterature2Weeks–IntroductiontoWriting2Weeks–ShortStories

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1Week–Poetry4Weeks–Novels5Weeks–JuliusCaesar4Weeks–Drama

Recommendations:

Pleasesetupanaccount(free)withGmail.

ClassroomRulesandExpectations–Mrs.Marchetti

15. Beontime.Ifyouarelate,youmusthandin--thenextday--afiveparagraphhand-writtenessayon

thetopic“whyitisimportanttobeontime”.Ifyoudonothandinthisessaythenextdayyouwillbegivenanafterschooldetention.Youmaynotusethesamematerialfromtheessayformorethanonetardy.YoumustfollowMLAformatandrules.Youmaychooseadetentioninsteadoftheessay.

16. Beprepared.Bringapencil/pen,paper,andnotebookeverysingleday.17. Bereadytostartclassandputyourhomeworkinthebinforyourclass.18. Allpursesmustbeunderyourdesk.19. Foodand/ordrinkarenotpermittedintheclassroom.20. Pleaseputguminthegarbagecanifyouarefinishedwithitanddonotsnapgumorchewloudly.21. Fourpeoplemayusethelavperclass.Youmustsignoutanduseapass.22. Attheendofclass,stayinyourseatuntilyouaredismissedbytheteacher.23. ABSOLUTEQUIETduringfiredrills.Thisisnotnegotiableasitisschoolpolicy.Exitthroughthedoortoourclassroomdoor,godownthestairstothelowerlevelandoutthedoors.Followstudentstotheparkinglot,lineupinarowwithourclass.Iwilltakeattendance.24. Inordertopromotetimemanagementandresponsibility,Iexpectassignmentstobehandedinontheduedate.Ifyoudonotturninanassignmentontimeyouwillreceiveazero.Ifyouhaveacomputerproblem,bringinanotethatdayorhaveyourparent/guardiancallthatdayandprintouttheassignmentbytheendoftheschoolday.Similarly,ifyouhandinapaperwithoutyournameonit,youwillreceiveazero.25. Itisyourresponsibilitytomakeupworkifyouhavebeenabsent.Besuretocheckwithmetofindoutwhatyouneedtocompleteandwhatworkyoumissed.Ifyoudonotmakeupwork,includinghomework,journals,vocabulary,andgrammar,youwillreceiveazero.26. Usegoodsensewhenintheclassroom.Donotharmanyone,donotuseinappropriatelanguage,andbehaveappropriately.27. Gradingwillbecomprisedoftests,weeklyvocabularyquizzes(everyWednesday),papers,groupwork,homework,projects,writing,anddailygrades.

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14.Ifyournameisnotonpapersthatarehandedin,youwillreceiveazero.

IunderstandtheRulesandExpectations.Pleaseprintnameofstudent:________________________________________________________________________________ ___________________

SignatureofStudent Date___________________________________ ___________________ SignatureofParent/Guardian Date

(PleasehandinthisentirepackettoMrs.Marchetti.Itwillbereturnedtoyou.)NOTES

1. Protagonist2. Antagonist3. Conflict4. Setting5. PlotMountain

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6. Mood7. Tone8. Assonance9. Consonance10. Alliteration11. Stanza/RhymeScheme12. Allusion

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13. FreeVerse

14. NarrativePoetry

15. LyricPoetry

16. Ode

17. Ballad18. Hyperbole19. Understatement20. Personification

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21. Metaphor22. Simile23. 1stPerson24. 2ndPerson25. 3rdPersonLimited26. 3rdPersonOmniscient27. Imagery28. Foreshadow29. SituationalIrony

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30. DramaticIrony31. VerbalIrony32. RedHerring33. ChronologicalOrder34. Characterization35. Connotation36. Denotation37. Synonym

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38. Antonym39. Prefix/Suffix(Affix)40. Onomatopoeia41. AppositivePhrase42. Idioms43. Homophones44. Satire45. Flashback46. Bias

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47. Propaganda48. Cause&Effect49. Round/FlatCharacter50. Static/DynamicCharacter51. FarceJaneDoeMrs.MarchettiEnglish22January2012

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JournalFormat Eachjournalyouwritemustbecomprisedofatleastfivesentences.Yourfirstsentence

willintroduceyourtopic(thesis),thenextthreewillsupportyourthesis,andyourfinalsentence

willconcludeyourparagraph.Youmustuseatleastonevocabularywordperjournal.Each

sentencemustbeginwithadifferentwordandyoushouldtrytouseavarietyofsentencelengths

tomakeyourwritingmoredynamic.Besuretocheckthechecklistsoyoudonotlosepoints,as

youarenotallowedtousetheword“you”oranyformofit,nocontractionsareallowed,each

ideamustbeacompletesentenceasopposedtoafragment,andnumbersthataretwowordsor

lessarewrittenaswordsinsteadofnumbers.

Transition Words & Phrases

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Addition: moreover, furthermore, in addition, also, incidentally, by the way, further, too, again, more important, next, first, second, etc., firstly, secondly, etc., in the first place, in the second place, etc., last, lastly, finally, either, as well. Contrast: however, yet, in contrast on the other hand, in any case, on the contrary, still, otherwise, actually, all the same, at any rate, at the same time, nevertheless, instead, in spite of this, anyway, by contrast, in reality. Comparison: Likewise, similarly, in the same way, in like manner, whereas Cause, result, purpose: therefore, thus, hence, consequently, after all, to be sure, for this reason, accordingly, then, knowing this, naturally, of course, with this object, with this end, to this end, because of this, with this in mind, in many cases, by this means, in this way, as Example, restatement: for example, for instance, more specifically, in particular, indeed, in other words, in fact, that is, in brief, in short, to summarize, in conclusion. Time afterwards, later on, soon, meanwhile, in the meantime, next, immediately, then, later, at length, eventually, at the same time, in the same instant, today, nowadays, in the beginning, to begin, in time, in future, finally, initially. Place here, there, near by, beyond, further on, opposite, on the opposite side, on the right, on the left, behind. in back. http://webster.commnet.edu/grammar/transitions.htm

ResearchPaperEnglishclassesuseMLA(ModernLanguageAssociation)rules.Forcomprehensioninformationandexplanations,usehttp://mrsmarchetticlasses.wikispaces.comasaresource.

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Thefollowingdatesareimperativetocompletingtheresearchpaperontime.EachWednesdaytherewillbeavocabularytestandacomponentoftheresearchpaperdue.Ifyouareabsentonthatday,youmusthavetheworkreadythenextdaybecauseyouhaveatleastaweektocompleteeachcomponent. 8/29 Intrototopicchoices 9/5 Topicdue/Createthesis 9/12 Thesisdue/5Paragraphpersuasiveessay 9/19 Noschool–County-WideInservice 9/26 Essaydue/Summarizeonearticle 10/3 Summarydue/Paraphraseonearticle 10/10 Paraphrasedue/3DirectQuotes 10/17 DirectQuotesdue/PrimarySourceinterview 10/24 Primarysourceinterviewquestionsdue 10/31 Reporttoclassaboutprimarysourceinterview 11/7 Outline/Brainstormforroughdraft 11/14 Outline/Brainstormdue/WorksCitedPage 11/21 WorksCitedpagedue/RoughDraft 11/28 RoughDraft 12/5 RoughDraftDUE/PeerEdit 12/12 PeerEditDue 12/19 FINALCOPYDUEPlagiarism.orghasexcellentinformationaboutintendedandunintendedplagiarism.Noformofplagiarismisaccepted.Plagiarismwillresultinazero.AccordingtoPlagiarism.org:

TypesofPlagiarismManypeoplethinkofplagiarismascopyinganother'swork,orborrowingsomeoneelse'soriginalideas.Buttermslike"copying"and"borrowing"candisguisetheseriousnessoftheoffense:

SourcesNotCited1."TheGhostWriter"Thewriterturnsinanother'swork,word-for-word,ashisorherown.2."ThePhotocopy"Thewritercopiessignificantportionsoftextstraightfromasinglesource,withoutalteration.3."ThePotluckPaper"Thewritertriestodisguiseplagiarismbycopyingfromseveraldifferentsources,tweakingthesentencestomakethemfittogetherwhileretainingmostoftheoriginalphrasing.4."ThePoorDisguise"Althoughthewriterhasretainedtheessentialcontentofthesource,heorshehasalteredthepaper'sappearanceslightlybychangingkeywordsandphrases.

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5."TheLaborofLaziness"Thewritertakesthetimetoparaphrasemostofthepaperfromothersourcesandmakeitallfittogether,insteadofspendingthesameeffortonoriginalwork.6."TheSelf-Stealer"Thewriter"borrows"generouslyfromhisorherpreviouswork,violatingpoliciesconcerningtheexpectationoforiginalityadoptedbymostacademicinstitutions.

SourcesCited(ButStillPlagiarized)1."TheForgottenFootnote"Thewritermentionsanauthor'snameforasource,butneglectstoincludespecificinformationonthelocationofthematerialreferenced.Thisoftenmasksotherformsofplagiarismbyobscuringsourcelocations.2."TheMisinformer"Thewriterprovidesinaccurateinformationregardingthesources,makingitimpossibletofindthem.3."TheToo-PerfectParaphrase"Thewriterproperlycitesasource,butneglectstoputinquotationmarkstextthathasbeencopiedword-for-word,orclosetoit.Althoughattributingthebasicideastothesource,thewriterisfalselyclaimingoriginalpresentationandinterpretationoftheinformation.4."TheResourcefulCiter"Thewriterproperlycitesallsources,paraphrasingandusingquotationsappropriately.Thecatch?Thepapercontainsalmostnooriginalwork!Itissometimesdifficulttospotthisformofplagiarismbecauseitlookslikeanyotherwell-researcheddocument.5."ThePerfectCrime"Well,weallknowitdoesn'texist.Inthiscase,thewriterproperlyquotesandcitessourcesinsomeplaces,butgoesontoparaphraseotherargumentsfromthosesourceswithoutcitation.Thisway,thewritertriestopassofftheparaphrasedmaterialashisorherownanalysisofthecitedmaterial.“WhatisPlagiarism?”Plagiarism.org.AccessedJanuary3,2012.<http://www.plagiarism.org/learning_center/what_is_plagiarism.html>Thispapermustbesignedbythestudentandaparent/guardiantodemonstrateyourunderstandingoftheaboveduedates.______________________________________ _______________________________ StudentSignature Parent/GuardianSignature

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______________________________________ _______________________________ PrintStudentName PrintParent/GuardianName______________________________________ _______________________________ Date Date