2014-2015 Course Syllabus

Advanced Sophomore English

Mrs. Lauren DeNicola
lauren.dobson@jefferson.kyschools.us
http://mrsdenicolaenglish2.weebly.com/
485-8339
.

Course Description

This course is designed to help students develop their reading,
writing, grammar, speaking, and listening skills. Students will be
immersed in various forms of literature every day. The novels,
poems, short stories, and supplemental readings will support the
writing skills students are practicing each grading period.

Academic content: The course is designed thematically with
emphasis on archetypal core readings and modern selections that
expand upon that theme.

Theme for Learning

Unit 1 - What makes us the same and different?
Major Text: 13 Reasons Why
Major Writing Project: Informational Piece

Unit 2 - What does it take to survive?
Major Text: The Book Thief
Major Writing Project: Argument Piece

Unit 3 - How does the past influence who I am?
Major Text: Various short stories
Major Writing Project: Memoir Piece

Unit 4 - How can I make a lasting impression on others?
Major Text: Othello
Major Writing Project: Literary Criticism

***The major texts are subject to change to best meet student
needs. The titles above were selected for their literary merit. The
language and themes reflect the period in which they were written.
I encourage your parents to read along with you and to generate
discussion. If you find any of the material objectionable, I will
work with you to select an alternate assignment.
Daily Academic and Behavioral Expectations

Grading: The grading scale for
Valley Traditional High School is as
follows:
A 93-100
B 86-92
C 79-85
D 70-78
U 69 and
below
Parents are encouraged to check
Infinite Campus and to contact me
at school at any point in the
grading period for updates or to
discuss concerns.
Assignments and assessments
center on student mastery of the
key standards for sophomore
English.
Formative Work (40%)
Summative Work (30%)
Standards Proficiency (20%)
Reflections (20%)
Please note that during the final
semester of the course, your end-of-
course exam will constitute 20% of
your overall grade. All students
must meet proficiency standards in
formative assessments and on the
end of unit assessment before they
will earn credit for the course.
Demonstrate proficiency on each end-of-unit assessment and through various formative
assessments
Participate in daily independent reading
Participate in all class discussions
Complete all reading response journal entries during class time
Utilize in-class time for daily assignments
Complete any unfinished class work at home and turn it in the following day
Follow all classroom behavioral expectations and all Valley Traditional High School
expectations per the Student Handbook

***Failure to meet these expectations can result in lowered conduct and academic grades.

Plagiarism Policy

All students are expected to complete their own classwork, homework, writing assignments, and
projects. Using someone elses work or words, whether a classmate or an internet stranger, is
not acceptable and could result in a zero on the assignment and possible disciplinary action.

Late Work Policy

Due dates for assignments are given with both the students and the teachers best interests in
mind. As such, students are expected to take responsibility for their time management and turn
in assignments on the assigned due dates. The penalty for turning in late work will be as
follows:
Late 1 day: Highest grade possible80%
Late 2 days: Highest grade possible70%
Late 3 days or more: Highest grade possible60%

Please take this syllabus home and discuss it with your parents. If either of you have
questions, feel free to call or e-mail your English teacher.














Dear Parent or Guardian:

We are pleased that your child will be a part of the English program at our school. Our
immediate goal is to encourage students to read more and better books, and to write and talk
about them in depth. Our long-range goal is to create lifelong readers/learners.

The intent of this course is to create competent readers and writers by total immersion in both
reading and writing. The program rests on the following basis: improving students access as
well as their ability to understand a wide variety of reading materials, aiding students selection
and evaluation of these materials, and providing time in school to read, write and discuss.

During this class, students will regularly read and write. Available books used will be a mixture
of literary and informational texts. Teachers will act as facilitators of learning who assist
students in reading and writing a variety of literary and informational genres. In addition,
students will engage in an ongoing dialogue with teachers and peers about the reading/writing
that emerges from the class.

Teachers have selected titles for classroom libraries that meet the diverse needs of their students.
These titles range from course recommended titles, suggested titles from a variety of book lists,
and student and teacher recommendations. Some selections will be studied by the entire class;
other selections will be discussed by small groups within the class. Please refer to the course
syllabus for specific titles that will be used as whole class or as small group books. Students will
also independently select titles for their personal reading to be done on a daily basis. Some
students choose to bring in books from home or from the public library for their independent
reading time.

Young adult texts often use mature language and/or address sensitive and mature topics
reflective of teenage experiences or concerns and/or historical contexts. One of the best ways a
parent or guardian can help their student deal with the complexities of a text is to read with him
or her and participate in discussions along the way. By discussing the use and meaning of
language, parents can help students understand history as well as the connotations around word
choice. You are encouraged to read, write about and discuss the books with your child(ren). If
any selections do not meet with your approval, alternate selections may be made.

Both the student signature and the parent signature are required. Signatures denote
understanding and acceptance of the class policies and expectations as explained in this syllabus.

Please return this sheet only to Mrs. DeNicola by August 18, 2014.

Student Name (printed and signature)
______________________________________________________________________________


Parent Signature ________________________________________________________________