Course Description
English 10 Honors focuses on world literature and English language skills (reading, writing, spelling, and vocabulary development) on an advanced level.

About English 10 Honors

The honors component of English 10 Honors adds sufficient academic heft that the honors course can be considered a college-level course and is figured into the student's GPA on a 5-point scale (rather than the customary 4-point scale). Thus, students can expect at least 20% more work (reading, writing, thinking) than their regular English 10 compatriots will be expected to accomplish in the same period of time.

How should you choose whether or not to participate in English 10 Honors? The choice really has less to do with brains than it has to do with focus. Students who are very self motivated and derive satisfaction from significant academic experiences are invited to consider English 10 Honors. Students whose focus is on significant extra-curricular non-academic commitments (such as music groups and lessons, varsity sports, Prep leadership roles, lengthy work hours, etc.) are advised to consider the regular English 10 so that they can devote sufficient time to their school work AND their other, equally valid, commitments.

Who should NOT enroll in English 10 Honors?

• If you want to do the minimum required to get by in English, stick to regular English 10.
• If a parent is pressuring you to "take honors," but you don't want to, have a serious talk with the pressuring parent rather than unduly stressing yourself.
• If you do not have the time or inclination to put in extra effort to do quality work, make your own life easier by sticking with the regular English 10 course that will probably better fit your needs.
• If you struggle with long reading and writing assignments, then pick the regular English 10 option so you don't have to struggle as much. Most likely your academic and life goals can be very adequately met by the regular course.

My purpose in life is NOT to stress students. Prep is offering an honors component for students who love reading, writing, and exploring new ideas. So help me NOT stress you by making wise choices about balance in your life. If academics are your area of interest, then, "Welcome aboard!" If you have heavy extra-curricular commitments, doing well in regular English 10 will be far more satisfying than getting really stressed about the English 10 Honors and not doing as well as you would like.

Course Objectives
In English 10 Honors, students will have opportunities to:

• Better understand Christ and His redemptive power and grace as revealed in language and literature.
• Read selected literary texts in a way that is significant to themselves.
• Participate in discussion by listening thoughtfully to others and presenting their own idea cogently and persuasively,
• Demonstrate analytical and evaluative skills while responding to essays, short stories, drama and/or poetry,
• Write sentences of increasing maturity and complexity,
• Write paragraphs and short essays that demonstrate a logical progression of ideas and a clear coherence between ideas,
• Participate in the process of writing from the inception of ideas to revision,
• Develop a personal style and voice, varying it according to the needs of the subject and audience, and
• Incorporate appropriate grammar, spelling, usage, and punctuation in all public work.

Texts
Students should own, have access to, or rent from Prep these textbooks:

• Bible
• Glencoe Literature: The Reader's Choice (English 10 anthology)
• ScottForesman World Writers Today (a smaller English 10 anthology)
• Other texts as selected during the school year.
• For home: A current (less than 10 years old), standard college-level dictionary such as The American Heritage Dictionary, Webster's New World Dictionary, or The Random House Dictionary.

Additional Materials
Students should own or have access to these necessary course materials and resources:

• A 1" to 1-1/2 three-ring binder (preferably with a cover sleeve and page lifters).
• Set of 5-tab page dividers. Labels: 'Handouts', 'Journal', 'Notes', In-Progress', 'Returned'.
• Loose notebook paper for class assignments.
  • Use college-ruled paper if your handwriting is small and neat. Use school-ruled paper if you need a little more space to communicate neatly.
  • Paper ripped from spiral-bound notebooks is NOT acceptable for assignments, quizzes, and other class activities unless the edge has perforations that permit the NEAT removal of the little "taggy" pieces.
• Blue or black ink pens are the preferred writing implements. Pencils may be used for marking on rough drafts.
• Pocket folder to submit essays, all drafts and supporting documents. (Folders will be distributed in class when needed.)

Requirements
Students will be required to do the following work:

• Write journal entries in which they respond to assigned texts, free write, brainstorm, create their own texts, etc.;
• Read assigned readings (announced in class and/or listed in the English Dept. website);
• Participate in class discussions;
• Complete assigned projects and essays;
• Do in-class exercises, quizzes, and other activities;
• Maintain regular, punctual attendance;
• Write semester examinations.

Class assignments are listed in the English Dept. website. Ask!!!--if you're not sure how to access the English Dept. website. [http://www.pucprep.org/English/index.shtml]

Grading
Course grades are maintained in RENweb where both students and parents/guardians can inspect them at any time during the quarter. The final grade is determined by the percentage earned of the total points possible.

A

=93%

-100%

B-

=80%

-82.9%

D+

=67%

-69.9%

A-

=90%

-92.9%

C+

=77%

-79.9%

D

=63%

-68.9%

B+

=87%

-89.9%

C

=73%

-76.9%

D-

=60%

-62.9%

B

=83%

-86.9%

C-

=70%

-72.9%

F

=below 60%

Elements of the course (with the exception of the English 2200 unit) are weighted as follows:

Quizzes, tests and other assessments	= 50% of the final grade
Daily work, projects, and essays	= 40% of the final grade
Journal	= 10% of the final grade

Grade changes are made according to the policy in the Student Handbook: 2006-2007, p. 10.

Class Participation
Each student is expected to contribute positively to the learning environment of the English classroom.

• Students making a positive contribution:
  
  • take responsibility for their own success in class,
  • listen attentively,
  • exhibit self-control,
  • respect classmates and teacher,
  • raise their hands when they have a question or want to make a comment,
  • work independently (unless instructed otherwise),
  • do their class work efficiently and carefully,
  • behave safely in the classroom,
  • walk into class quietly when they are late,
  • bring their materials to class for each meeting,
  • take care of bodily needs (drinks, potty, etc.) outside of regular class time so that they can devote the full time to class activities and not disturb others by walking out and back in, and
  • seek to preserve a quiet environment so all class members can listen and concentrate.

Students who choose these behaviors make English class better for themselves and others.

• Behaviors that disturb the learning environment include (but are not limited to):
  
  • acting disrespectfully to classmates or the teacher,
  • talking out of turn (without raising a hand to be acknowledged),
  • blurting out irrelevant comments,
  • making comments that are off-topic and demonstrate that a student is not paying attention,
  • criticizing, laughing at, or putting down other students,
  • making comments or acting in way that promotes ignorance or stupidity rather than intelligence and competence,
  • poking, prodding, or otherwise disturbing another student,
  • sleeping or otherwise indicating disengagement from classroom activities,
  • walking around the room unnecessarily,
  • leaving classroom without permission,
  • behaving in an unsafe manner in the classroom,
  • using electronic devices without teacher's permission,
  • answering a cell phone or texting,
  • failing to pay attention and follow directions, and
  • eating and/or drinking during class time.

A student who chooses to behave in a way that disturbs the positive learning environment in the classroom can expect a conversation with the teacher about how we can best meet individual needs and encourage personal responsibility for behavior. Persistant behavior disturbing the learning environment will result in an incident report--as described in the Student Handbook: 2006-2007, pp. 27-28.

Make wise choices, and contribute positively to the English class learning environment!

Attendance and Course Policies
Each student is responsible for all material and assignments presented in class and is expected to maintain regular attendance at all class sessions. Conscientious, thorough, responsible students make better grades than students who make choices that diminish these characteristics. To encourage students to make wise choices for success in English class, these are the policies that apply to PUC Prep English classes:

• Assignment deadlines
  Assignments are due at the beginning of the class period of the due date, unless otherwise noted in the English Dept. website and/or announced by the teacher in class. Generally, late assignments are NOT accepted.

• Excused absences
  Work missed because of an excused absence (usually confined only to absences resulting from illness, a medical/dental appointment, a death in the immediate family, or a school-sponsored trip) must be made up as promptly as is practical. Generally, you will be given twice as many days as you missed plus one day to make up the work. For example, if you were sick for two days, you'll be given five school days (2+2+1=5) to make the work up.
  
  YOU are to initiate necessary arrangements the first day you return to class. Better yet, contact me before or while you are absent (or check the website!) so that you can begin your make-up work before you return.
  
  Foreseeable excused absences (field trips for other classes, varsity games, music tours, Bible conferences, etc.) do not alter student responsibilities. Make arrangements before you go. Class work must be made up as arranged.
  
  It is to your advantage to have the assignment done for the first day of your return to school following any absence. Having your work ready allows you to fully participate in class activities and move on with new material. Go to the English Dept. website to find out what you have missed during an absence and do your homework before you return to class.

• Unexcused absences
  Daily work, quizzes and tests missed because of unexcused absences or tardiness cannot be made up and will be assigned a score of zero. Absences that are NOT considered excused include--but are not limited to--missing class because you slept in, having computer/printer problems, forgetting which class you're supposed to be in at a particular time, running an errand for another teacher, etc.
  
  You must be in class for your work to be accepted. The teacher will NOT accept work turned in by another person for a student with an unexcused absence. If you know you are going to have an excused absence, turn your work in ahead of time or make other arrangements with the teacher PRIOR to your absence.
  
  If a large project/essay that is late because of an unexcused absence IS accepted (a circumstance SO rare and unusual that it is worked out on individual bases), the grade penalty will be 10%/day (not including weekends).

• Test scheduling
  Students are expected to take all tests when they are scheduled--during the school year AND during exam weeks. If for any reason--other than an excused absence reason, a student cannot meet this expectation, s/he MUST make re-scheduling arrangements with the teacher PRIOR to the test time. Tests missed without prior arrangements being made receive a grade of zero except in the most unusual circumstances--if the teacher determines that an excusable situation prevented the student from contacting the teacher prior to the test time.
  
  Tests missed because of an excused absence (such as illness) are to be re-scheduled and made up as described above in "Excused Absences."

• Eating and drinking in classroom
  PUC Prep School provides a lunch period during which students may eat and drink. Please do NOT bring food or drinks (other than water) into the English classroom during class periods. Students who arrive in the classroom with open food and/or drink will be asked to take it back to their lockers or dispose of it in a trash can in the hall. If this request makes a student late back into the classroom, an unexcused tardy will be recorded on the attendance sheet.

• Leaving classroom
  As the teacher is legally responsible for all students during class, no student is to leave the English classroom without permission once class has started.

  • Students who leave the room without permission once class has started will be marked absent.
  • Students who must leave to retrieve items that should have been brought to class but were forgotten must ask for permission to leave and may be marked tardy upon their return to the classroom.
  • Plan so that you do NOT have to leave class. Take care of water fountain and bathroom needs before or after class so as to avoid distracting other students by unnecessary comings and goings during class

• Electronic devices
  Cell phones, iPods, calculators, and other electronic devices are to be turned off and out of sight during English class unless the teacher has given specific permission for their use. Items disturbing the learning environment of the English classroom will be confiscated by the teacher and returned to the student-owner's parent at the teacher's and parent's convenience.

Academic Integrity
"Cheating is not tolerated at Prep. Students who choose to cheat may expect a variety of consequences, including but not limited to loss of grade, loss of class office or loss of ability to participate in extracurricular activities. Consequences will be at the discretion of the teacher involved, and will be discussed with the student and parent/s.

"Failing to properly give credit for words [music, graphics, or other creative material] written by someone else is plagiarism. Using documents or parts of documents [or other files, such as music or graphics] found on the Internet or elsewhere without giving credit is plagiarism. Consequences will apply as listed above" (Student Handbook: 2006-2007, p. 11).

Any attempt to pass off another person's work as your own is dishonest. Examples of academic dishonesty include, but are not limited to: copying from a neighbor during a test, using an electronic device to retrieve resources not permitted in a learning situation, copying homework done by a classmate, and collaborating on schoolwork and/or sharing or "checking" answers with a peer (unless given specific permission to do so). To be safe--on all English class work--assume that you are to work individually. Exceptions will be clearly stated in the classroom.

What to Do If You Think the Teacher Has Made a Mistake
Teachers are human; they make mistakes sometimes. If you think a teacher has made a mistake, you need to draw it to her attention. Most teachers try very hard to be scrupulously fair; if you have earned a point, teachers want you to have it. There are several very positive, constructive ways to draw your teacher's attention to a mistake. These all involve approaching the teacher kindly--just like you would like to be approached if someone were pointing out an error you made. "A soft answer turns away wrath, but a harsh word stirs up anger" (Proverbs 15:1).

Approaching a teacher in an appropriate manner allows both teacher and student to have a positive experience. If a teacher really has made a mistake, by not attacking her personally you give her the opportunity to gracefully correct it without seeming to question her teaching qualifications and her right to coexist with you on this planet. If you've made a mistake in assuming the teacher made a mistake, approaching her politely means that you won't have to feel embarrassed if she tactfully explains your error, and you can gracefully learn more about the subject. Either way, both go away from the conversation with feelings intact and maybe even boosted.

Most teachers are basically pretty reasonable, but they don't like feeling personally attacked. Behaviors that make a teacher feel attacked are the same kinds of behaviors that make you feel attacked. Stop and think: if someone approached you in the manner you are just about to use to approach your teacher, how would you respond? For example, grousing loudly to your neighbor about what an idiot you think the teacher is and then approaching her belligerently with "Why did you mark me off here?" sends an attacking message to her. This probably isn't the message you want to send your teacher's way when you're hoping she'll add a few points that may have been subtracted erroneously from your paper.

A good way to start a conversation that allows both teacher and student to save face is, "Help me understand why I was marked off here." Another positive starter is, "I think you may have misunderstood me here. I would like to explain myself further." Another option is, "My reading of the text led me to respond in this way. Did I misinterpret it?" Also, it's helpful for both teachers and students to remember that a few moments' reflection before we open our mouths will usually soften our words and get us better responses.

ADA (Americans with Disabilities Act)
In compliance with the Americans with Disabilities Act, PUC Prep School will make reasonable accommodations to provide equal access for persons with disabilities. If you need an accommodation due to a disability, please make an appointment to discuss this with the teacher outside of class time.