Steven Terreri
676-6482 ext. 5274
10th Grade
English (Honors)
Tenth
Grade English (Honors) is an accelerated option for sophomore students satisfying
students’ English credit requirement for graduation. The course content challenges
motivated students while achieving the learning goals of their required 10th
grade English course. Because the course is an alternative to our rigorous
Tenth Grade English offering, students and parents should be aware of the
skills, background, and academic habits necessary for success with Honors-level
material, expectations, and pace.
Sophomores
at the Honors level should be able to use a variety of strategies to plan,
write, and revise multi-paragraph compositions demonstrating competency in the
6 Traits of Writing: Ideas/Development, Organization, Word Choice, Voice,
Sentence Fluency, and Conventions. They should have experience writing in the
four major modes of composition: informative, narrative, imaginative, and
persuasive/expository. They should read regularly and with fluency, and be able
to critically apply basic literary concepts such as plot, setting, character,
theme and structure to reading fiction. They should be well organized,
self-motivated, and committed to additional requirements of an Honors level
class, particularly when it comes to homework. They should anticipate a faster
pace, more challenging grading standards, and an expectation that they
regularly provide insightful comments and feedback about the class and the
course content.
Course Content
Tenth
Grade English (H) incorporates the District and State Grade-Level Expectations
into a curriculum that challenges students to read sophisticated material,
think beyond the mundane, write with energy and purpose, and express themselves
with confidence. The course includes selections from World Literature focusing
on key writers and works, connections between literature and history, and the
influence our global literary heritage has on our contemporary culture.
The
dominant theme influencing reading selections is human relationships: what
insights might literature provide into how humans act
towards one another? First semester
readings tentatively include excerpts reflecting a diversity of Utopian
visions; a survey of Greek, Roman, and Norse mythology; Shakespeare’s Hamlet;
selections from Swift’s Gulliver’s Travels; Golding’s The Lord of the
Flies, and other content (both fiction and non-fiction) reflecting ideas
reflecting on humanity’s social nature.
Resources
There
is no primary text-book for this course. The course relies on a variety of
supplemental materials, including Web based resources. An additional resource
that I recommend to help students with the mechanics of writing is Strunk and
White’s Elements of Style.
Grading
Grades
in the class are based on qualitative assessments of student work as well as
the timeliness and completeness of assignments. I determine the course grade by
dividing the number of points earned by the number possible, then assigning the
letter grade according to the scale below:
93%
and up = A
91-92% = A-
89-90% = B+
83-88% = B
81-82% = B-
79-80% = C+
73-78% = C
71-72% = C-
69-70% = D+
63-68% = D
NOTE
THAT 62% OR BELOW IS AN 'F.'
THE
MOST IMPORTANT POINT REGARDING GRADES is that missing assignments have a major
impact. Just one '0' will pull two 100%'s down to 66%. Because of the
high paper volume in this class, it is the student's responsibility to track
all assignments and keep all due dates.
Teacher
feedback is an essential part of any academic writing program. Because writing
is a process, I provide the most timely and useful feedback during the drafting
phase to assist students in making the best finished-product. I assess all
major essays and assignments via published rubrics that I make available to
students BEFORE work is submitted. I
also encourage students who are having trouble with major works to set up an
appointment with me for one-on-one assistance.
I
recommend students use Student Connect to accurately track their grades and/or
any missing assignments. My teacher web page (http://sehome.bsdnet.wednet.edu/Teachers/Terreri/index.htm)
is also an invaluable resource for class assignments and due dates. PLEASE NOTE
THAT USING THE WEB BROWSER FIREFOX MIGHT INTERFERE WITH ACCESSING MATERIALS ON
MY WEB PAGE.
Accepting
late work is an annoyance. Because of the high paper volume in this class, my
policy is to not accept non-graded activities submitted late and/or penalize
late work by giving it the points equivalent to minimum passing (63%). Despite
the annoyance and this basic policy, I reserve the right to make determinations
regarding penalties on a case-by-case basis.
Life
is far from perfect and organized, and extensions may be necessary from time to
time. Students wishing an extension must request it before the due date.
Students may phone in an extension request to my school voice mail (676-6482,
ext. 5274) or send me an e-mail (sterreri@bham.wednet.edu).
I tend to be lenient regarding extensions requested this way. BECAUSE OF THIS
GENEROUS POLICY, I WILL NOT GRANT EXTENSIONS THE DAY AN ASSIGNMENT IS DUE.
Absences
If
you are absent, you have the following responsibilities:
1. If you know you will be absent,
you must get assignments you will be missing before the absence.
2. If you are absent on a due date,
the assignment is due on your first day back.
3. If you are absent when something
is assigned, then you will get the number of days you were out added to the due
date. The exception is number one -- anticipated absences.
4. The appropriate time to get
missed work is outside of class time: before school, during lunch, or after
school. E-mail requests for missed work is VERY
APPRECIATED!!
When
absent, check my teacher Web Page (http://sehome.bsdnet.wednet.edu/Teachers/Terreri/index.htm)
for homework, updates, or materials. Copies of a more extensive Day One Sheet,
unit calendars, and many class assignments may be available there.
Classroom Policies
I
manage my classroom under the simple idea that students and teacher are present
for the shared purpose of learning. Therefore, I expect students to be prepared
for the day’s activities: being in class on time, home assignments completed,
materials and resources (paper, books, pens, etc.) brought to class,
willingness to be attentive and cooperative, and such. When a student is consistently
unprepared for classroom activities, I begin by working with the individual on
strategies to increase classroom success; if problems continue, I seek
assistance from home and administration via office referrals.
Disruptive Behavior
Behaviors,
attitudes, etc. that disrupt our shared purpose of learning will not be
tolerated. I encourage all students to exercise self-discipline, but will not
hesitate to use any and all means at my disposal to eliminate disruptions.
Snacks and Drinks
I’m
generally OK with students bringing snacks into the room as long as students
responsibly take care of trash or messes (spills, drips, crumbs, etc.) Failure
to clean up results in snack and food privileges being revoked.
Headphones
I
also don’t mind students listening to headphones during NON-INSTRUCTIONAL class
time. Individual students who consistently abuse this privilege will be unable
to use headphones in class.
Cell Phones
I
have a strict policy on cell phones in the classroom – they are not allowed,
and I reserve the right to take and hold cell phones that ring or are being
used during class until either the end of the period or the end of the day.
Teacher – Parent – Student Contact
Communication between home and school is an essential part of student success. The most efficient and mutually beneficial avenue of communication is through individual students – they are the crucial link between the school and home, and taking responsibility for accurate and open communication about their learning progress, frustrations, and individual needs is an important part of their academic as well as personal development. Direct contact via my school voice mail, e-mail, or arranged appointment are valuable and at times necessary back-ups. While e-mail is most convenient for me, District Policy 3611 SENDING PERSONALLY IDENTIFIABLE STUDENT INFORMATION ON E-MAIL limits the information I can share through the system. Therefore, I recommend e-mail requests for information unique to an individual student (ie, grade, missing work, behavior, etc.) include a phone number and convenient times I can make contact.