Honors English 10 World Literature Course Description
Teacher: Ms. Engelbrecht [email protected]
Office hours: 2:40 – 3:10 p.m. daily
Phone Number: 663-2536
Classroom: A314
Texts:
1. Vocabulary Workshop Level E Publisher: Sadlier*
2. Springboard 10th Grade Edition*
3. Elements of Language Publisher: Holt (class set only)
4. Hackler MLA Writing Guide (class set only)
*Students are required to bring books to every class unless otherwise instructed.
Supplies:
• One three-ring binder with organization tabs divided into the following sections: 1) syllabus & procedure
handouts, 2) curriculum handouts, 3) class notes, 4) passed back papers, 5) extra paper.
• One college-rule spiral notebook designated for this class only to keep all literature Sustained Silent
Reading (SSR) responses that will be submitted for grading.
• One durable two-pocket folder
• Two reams of college-rule notebook paper (one for your child to keep in his or her possession and one to be
added to the CSRC*).
• Two boxes of number two pencils (one for your child to keep in his or her possession and one to be added
to the CSRC*).
• One box of tissues (to be added to the CSRC*).
• Access to your school email account (required for a turnitin.com account and an Edmodo account).
*The Classroom Student Resource Center is a designated place in the classroom for storing studentonly materials like art supplies, loner pencils and highlighters, a stapler, a 3-hole punch, paper and tissues).
Class Protocol: You will be expected to treat yourself and others with courtesy, respect, and
dignity at all times.
During this class, you will have the opportunity to learn and/or to increase your knowledge in the following
areas:
1. reading comprehension of a variety of literary genres;
2. grammar and advanced punctuation;
3. MLA-formatted writing skills;
4. rhetorical strategies;
5. media analysis/research skills;
6. and discussion skills, including listening to others, formulating and defending your own opinions, and
defending others’ opinions.
Types of Assignments/Activities
• Written Literature Responses
• Discussion: Inner-Outer Circle Discussions
• Sustained Silent Reading (SSR) and Reading Response
• Vocabulary Exercises
• Grammar and Punctuation Practice
• Reading Annotations and 3-collumn notes
• Graphic organizers
• Writing conferences (1 on 1 with the teacher) and peer editing
Types of Assessments
• Persuasive essays and in-class timed essays
• Research: traditional research papers and Multi-Genre Research Papers (MGRP)
• Reading, vocabulary, and grammar quizzes (Pop Quizzes if necessary)
• Multiple choice exams
• Presentations
General Expectations
 Please be seated with your SSR book, ready to work when the bell rings. You will have 12 minutes of SSR,
then 5 minutes to respond in your writing journal. If you are not seated and working when the bell rings,
you will be marked tardy.
 No eating in the classroom, please, out of respect for those who may have food allergies and to keep the
critters out. Water is welcome, but drinks without secure lids are prohibited (no cans or to-go cups).
 Please turn off and place cell phones in your backpacks (NOT POCKETS) upon entering the room, and do
not use cell phones during class. It demonstrates poor manners and is generally just rude to everyone in
the room.
 Restroom use is fine, but only one person may use the bathroom pass at a time. Unobtrusively use the
sign-out sheet by the door and take the bathroom pass with you. If you need to go somewhere else, such as
to the nurse, check with me first. Please go when it’s appropriate (not when I am teaching the whole class
or when you are involved in group work). You may not leave the room for the first 15 minutes or the last 15
minutes of class so you will be present for the announcements at the beginning of class and homework
reminders at the end of class.
Late work will not be accepted, unless unusual circumstances occur.
Homework:
 You will have, on average, 60-90 minutes of homework every other night, or 30-45 minutes of homework
each night, depending on how you prefer to manage your time.
 The homework will prepare you for the next class period’s in-class assignments and discussions.
 You will choose a zero if your homework is not complete on its due date. Not completing your homework
will cause a chain reaction of poor grades, leading to failed quizzes and tests. No Bueno.
 Vocabulary assignments will not be accepted late.
Attendance:
 Sports and activities absences (prearranged, excused absences related to a club/LAHS sport or activity
event): Since these absences are scheduled in advance, you must notify me that you will be gone 2-4 days
in advance of your absence. You may do this in person during academic time or via email. Doing so
allows me to give you your missed work and hopefully, keeps you from falling behind in my class. Make up
work from your sport/activity absence will be accepted for full credit.
 Excused absences (absences cleared with the LAHS Attendance office): If you have had an excused
absence, it is your responsibility, upon return, to turn in work that was due on the day of the absence, to
acquire the assignments that were given on the day of the absence, and to complete the make-up work
before the next class period in order to stay caught up with the class. Make up work from your excused
absence will be accepted for full credit.
 Unexcused absences (ditching class, arriving more than 30 minutes late to class, or absences not cleared
through the LAHS attendance office): Amassing 8 or more unexcused absences in a row will result in
automatic failure of the course. Unexcused absences, per LAHS policy, will result in zeroes for the
assignments collected and assigned on the day of the unexcused absence.
Tardies:
Students who arrive tardy are demonstrating disrespect for the class since late arrivals inevitably disrupt
students who are working on the writing prompts or who are reading (SSR). They are also demonstrating
disrespect for the number of contact minutes between the teacher and the students as required by the
NMPED. Thus, if you are tardy, please enter the room unobtrusively, sign the tardy sheet by the door, and
begin work promptly. Your tardies will be recorded and sent to the LAHS attendance office. If vocabulary is
graded or collected before you arrive to class (20+ minutes tardy), you will receive a zero for the vocabulary
that day.
Grading:
Notice: due to rising class sizes, I will have 115 to 140 students this academic year. In addition to forty hour
work weeks in the classroom, teachers attempt to grade 300 assignments per week and prepare for classes
at home. Additionally, I am the assistant debate coach for the LAHS Hilltalkers, so often I will be out-oftown for tournaments on the weekends.
In the interest of leading a balanced life that includes recreation and family as well as work, please allow 1-2
weeks for quizzes, journals, and smaller assignments to be graded. Please allow 3-4 weeks for essays,
research papers, projects, and other lengthy writing assignments to be graded.
Total points grading scale
 90%- daily work (discussions, journaling, quizzes, exams, projects, essays, etc.)
Examples of daily work gradebook entries:
Vocabulary Unit 3 Quiz- 20 points
Things Fall Apart Chapters 1-5 IOC- 50 points
Brave New World Exam- 100 points
Research Paper Rough Draft- 50 points
Civil Disobedience Essay Outline- 10 points
Reading Journal Check Four (eight entries)- 40 points
Vocabulary pgs 169-170- 5 points

10%- semester exam (Anywhere from 50-125 multiple choice questions, comprehensive)
I take an average of 3 grades per week (3 grades x 18 week semester = 54 opportunities for you to earn an A
in the class per semester.) This means that some activities, though they provide vital practice, may not be
scored in the gradebook. You are expected to complete all activities.
The grading scale is as follows:
90-100% A
80-89% B
70-79% C
60-69% D
0-59% F
Please check PowerSchool frequently to stay on top of your grade.
**Academic Integrity: Students are expected to complete their own work at all times. Copying, cheating,
plagiarizing, and/or presenting material as one’s own when it is not, including materials undocumented
from the internet, are dishonest and reflect poorly on the student. Circumstances in which a student has
asked another student for his or her work or has given material to another student for the purpose of
copying is also dishonest. Any student who exhibits this behavior will be given a zero for the assignment.
Any student who exhibits this behavior more than once will be given a zero for the semester. Any student
who allows someone else to copy, cheat or plagiarize will be given the same consequences. These infractions
are a violation of the student handbook and will be reported to the administration.
Extra Credit & Academic Support Center (ASC)
The only extra credit that will be offered is 10 points for each take-home essay, research paper or written
project that you have edited and reviewed by a staff member of the Academic Support Center (E108). They
are available by appointment Mondays through Fridays from 7:30 AM to 3:15 PM. You may email your
paper to them at [email protected] no fewer than 24 hours in advance of your appointment so one of
them will have comments ready when you arrive. The draft of your paper must contain the ASC stamp as
evidence that you have met with an ASC staff member. You also must implement those edits on a clean,
updated draft, submitted together to get the points. There will about 2-4 of these opportunities each
semester, totaling 20-40 extra credit points.
No other extra credit will not be given for any reason, especially as last-minute grade
inflation. Grades will be based on effort and retention.
Edmodo and Turnitin.com
Edmodo Class link
https://edmo.do/j/6qdehc
Edmodo code
Honors English 10-World Literature (3A): kdfay7
Ms. E’s Edmodo Profile
https://www.edmodo.com/home#/profile/9252537
I use Edmodo daily to remind students what they need to accomplish to be prepared for class. The library
feature (the book in the top left toolbar) has Microsoft documents including the syllabus and other
assignments that students can download.
To use Edmodo, students will need to go to edmodo.com and create their own profile for free and then enter
the class code above to enroll in my class. Parents are more than welcome to create a profile and enroll in
my class so they can receive my reminders as well.
Turnitin.com is a website I use to check student essays for plagiarism. Students submit their essays drafts to
me electronically using this website. The website will catch grammar errors and plagiarism errors. Students
can then view their comments, redraft their paper and resubmit. Google Drive is the preferred format for
paper submission. I will give you the turnitin.com codes for this class at a later date.
Essays and Research Papers
Students will be expected to type essays and will need access to the Internet in order to upload essays to
TurnItIn.com. If a student does not have access to a computer at home, the high school has computers
available for student use in the IMC and in the Academic Support Center. All essays will be written in MLA
format and should implement the grammar skills we practice as the year goes on.
Appropriateness of Reading Selections and other Literature
Below, I have provided a list of novels and texts that we will read this year. I advise that parents familiarize
themselves with these selections so that they can be active participants in studying and homework for this
course. This is an advanced course with challenging and mature material designed to prepare students for
AP Language (11th grade) and AP Literature (12th grade). As per the Honors Contract that you and
your parent signed before beginning this course, book substitutions will not be allowed in
Honors English 10. You must read each reading selection assigned for this course. Refusal to
do so will result in the student earning zeros for all assignments related to the rejected
reading selection
I also have a classroom library with texts to suit a variety of reading levels and interests. Students may use
these books for the routine 12 minutes of sustained silent reading at the beginning of every class, and they
are allowed to choose books from this library to read if they finish class work with time to spare. Parents,
please be aware of what your child is reading and talk to your children about their reading selections.
Honors English 10 World Literature Syllabus
The following is a listing of class units scheduled for the year and tentative time periods for unit completion.
Please note that this syllabus is subject to change based on student ability and pacing. Homework, essays,
tests, and projects will be assigned accordingly. Grammar and vocabulary lessons will be ongoing
throughout the year. Students may purchase any novels listed for their own use, or they may check them out
from the book room in C wing.
Students will be responsible for checking out the required texts ON THEIR OWN TIME. Class time will not
be used to check out novels.
Engelbrecht’s Tentative Book Dates:
Glass Castle: August 14th- September 4th
Kite Runner: September 7th- October 2nd
Antigone: October 26th-November 6th
Frankenstein: November 9th- December 4th
Things Fall Apart: December 7th- January 12th
Animal Farm: January 13th- February 12th
nd
Brave New World: March 14th- April 22
Othello: April 25th- End of school
Textbook Room Hours
Monday - Friday
7:50 AM to 12:00 PM
1:35 PM to 3:15 PM
Email Mrs. Baker with bookroom questions
[email protected]
Contribute to the Classroom Library or the Classroom
Student Resource Center!
Go to http://amzn.com/sl/2A1T4WLJN7I69
to see the list of needed classroom supplies and books.
Timeline
Estimate
Thematic/
Essential
Question
The Glass Castle by
Jeannette Walls
(Summer reading
assignment, 3 week unit)
August
How does
reflecting on our
past change the
present?
Anchor Text
Kite Runner by Khaled
Hosseini
(4 week unit)
Elements of fiction
review: character,
setting, irony, tone,
conflict; Memoire; Motif
vs. Theme
Persepolis by Marjane Satrapi excerpts
Non Fiction:
“Afghan Ethnic Tensions Rise in Media and Politics” by Azam Ahmed and Habib Zahori
“The Taliban in Afghanistan” By Jayshree Bajoria, and Zachary Laub
“Children at the Border” by Haeyoun Park
“Kitty, 40 Years Later” By Jim Rasenberger
“Why Don’t We Help? Less is More, At Least When it Comes to Bystanders” by Melissa
Burkley
Figurative Language
review: foreshadowing,
repetition, metaphor,
simile, parts of plot,
annotated bibliography,
research techniques,
Motif vs. Theme
“Inauguration Speech”
by John F. Kennedy
(3 week unit)
Kennedy Speech
Youth Speech
Russell Brand Speech
Barak Obama speech
Martin Kuther King “I Have A Dream” Speech
Miss Teen America Speech (logical fallacies)
When is it
appropriate to
disobey or
disregard the
government?
Antigone by Sophocles
(3 week unit)
To what extent
should ethics and
morals govern our
actions?
Frankenstein by Mary
Shelley (4 weeks)
Crito by Plato
Oedipus Veggie video (2004)
“Waiting on the World to Change” by John Mayer (2006)
Non-Fiction:
I Am Malala by Malala Yousafzai, Excerpt
Ghandi Speeches and video clips
“On Civil Disobedience, Jurisprudence, Feminism and the Law in the Antigones of Sophocles
and Anouilh” by Susan W. Tiefenbrun
Maslow’s Hierarchy of Needs
“In America; Hounding the Innocent” by Bob Herbert
“Blundel’s Gravitator” by James Blundell
“The Birth of A Monster” by Kim A. Woodbridge
Mid
NovemberDecember
Late October- Mid
November
October
What makes
words so powerful
and persuasive?
END OF FALL
SEMESTER
Focus Skills, Terms &
Elements
Non-Fiction:
Interviews with Jeannette Walls
“Ethnographic Study of the Group Quarters Population in the 2010 Census: Homeless
Populations” by Irene Glasser, Eric Hirsch, and Anna Chan
“In Plain Sight: Poverty in America” by Martha C. White
“Held Captive: Child Poverty in America” by Julia Cass
“Social Stigma and Homelessness: The Limits of Social Change” by John R. Belcher
September
Why should we be
tolerant of those
who look, practice,
and believe
differently than
we do?
2015-2016 Academic Year
Companion Pieces
Rhetoric: argument,
persuasion, main idea
Research skills: finding
and evaluating sources,
annotating, transitions,
drafting, editing,
revision, thesis, etc.
Rhetoric; ethos, pathos,
and logos; logical
fallacies, persuasion,
main idea
Hamartia, Catharsis,
Choragus, Chorus,
Peripetia, archetypes,
Freytag’s triangle
Elements of fiction and
literature analysis
Things Fall Apart by Chinua
Achebe
(3 week unit, begin last week
of December classes,
assigned reading over
Christmas Break)
“The Second Coming” by William Butler Yeats
“Marriage is a Private Affair” by Chinua Achebe
Non-Fiction:
“Chinua Achebe Writing Culture: Representations of Gender and Tradition in ‘Things Fall Apart’" By
Kwadwo Osei-Nyame
Gender in Nigeria Report 2012, British Council
Research skills: finding and
evaluating sources,
annotating, transitions,
drafting, editing, revision,
thesis, etc.
What happens when
you blindly follow
the leadership of
others?
Animal Farm by George
Orwell
(3 week unit)
1941 and the Man of Steel (2011) 90 minutes
“Won’t Get Fooled Again” by The Who (1971)
Propaganda Clips
Non-Fiction:
“Why Stalin Would Be Proud of Putin” By Victor Davidoff
Satire, fable, allegory,
propaganda, elements of
fiction and literature
analysis, additional
rhetoric
How are form,
diction, and
figurative language
used to
communicate?
Poetry
(3-4 week unit)
“Sonnet 130” by William Shakespeare
“Tonight, I Can Write” by Pablo Neruda
“Stopping by the Woods on a Snowy Evening” by Robert Frost
“Do Not Go Gentle into That Good Night” by Dylan Thomas
“Ex-Basketball Player” by John Updike
“The Carcass” by Charles Baudelaire
“An Old Silent Pond…” by Matsuo Bashō and “Winter Seclusion…” by Kobayashi Issa
TPCASTT, paraphrase,
connotation, theme, stanza,
rhyme scheme,
enjambment, haiku
Research skills: finding and
evaluating sources,
annotating, transitions,
drafting, editing, revision,
thesis, etc.
PARCC Exam
What is the power of
conformity?
What freedoms do
we take for granted?
Brave New World by Aldous
Huxley
(4 week unit)
How are race and
culture tied to an
individual’s identity?
Othello by William
Shakespeare (3 weeks)
March- April
April- May
May
elements of fiction and
literature analysis,
conflicts: man vs. self, man
vs. society, man vs. man,
man vs. nature
MAPS Testing in English 10 Classrooms
March
February- March
anuaryFebruary
January
January
What behaviors,
roles, and traditions
define gender?
END OF SPRING
SEMESTER
“Searching for Summer” by Joan Aiken
The Tempest by William Shakespeare excerpt
“Imagine” by John Lennon (1971)
Non-Fiction Pieces:
“Is Google Making Us Stupid?” by Nicholas G. Carr
“Contesting the ‘Nature’ Of Conformity: What Milgram and Zimbardo's Studies Really Show” by S.
Alexander Haslam and Stephen. D. Reicher
“Twitter, Facebook now Tools for Big Brother” by David Rauf
“Post-Prozac Nation” by Sidhartha Mukherjee
“Are Scientists playing God? It Depends on Your Religion”
Ali, Sharief. “Keeping America Hooked on Drugs.” The Rebel Yell. February 14, 2008.
“Desiree’s Baby” by Kate Chopin
Scenes from O (2001) and Othello (1995)
Non-Fiction:
“Beyond Bullying: Pairing Classics and Media Literacy” by Angela Beumer Johnson, Linda Augustus, and
Christa Preston Agiro
“Black Men and Public Space” by Brent Staples
English 10 EOC Exam (not yet confirmed)
Persuasion: Ethos, pathos,
logos, elements of fiction
and literature analysis
Freytag’s triangle, aside,
chorus, meter, media
comparisons, elements of
fiction and literature
analysis
Parent Signature Form, Honors English 10- World Literature with Ms. Engelbrecht
Dear Parent(s) and Guardian(s):
Please check PowerSchool to make sure that the email address that is on file for you is correct.
Data input errors do happen! Email will be the main form of communication that I will use. If you
need to make changes to your contact information, please call 663-2510, or see Ms. Pacheco in the
front office.
Please read all policies of this course completely. A copy is also uploaded to my teacher web page,
which can be found on the LAHS website.
Please sign, indicating that you have read and that you understand the policies of
English 10- World Literature. This will be kept on file.
Thanks!
Ms. Engelbrecht
Student Name (print): ___________________________________________________
Student Signature: _____________________________________________________
Block: ___________
Preferred Parent Contact Number: __________________________________________
Parent Email Address: __________________________________________________
Parent Name: ________________________________________________________
Parent Signature: ______________________________________________________
PDD Student Release Form
Please read the following information. Then complete, sign, and return this Permission Slip to me as soon
as possible.
This school year, I am preparing a Professional Development Dossier (PDD) for the New Mexico Public
Education Department. The purpose of the PDD is to provide evidence of my teaching so that it can be
assessed. I am required to complete the PDD in order to apply for licensure advancement.
To provide this evidence, I may be videotaping lessons taught in your child's class. Although the
videotapes involve both the teacher and various students, the primary focus is on the teacher's
instruction, not on the students in the class. Also, I need to submit samples of student work as evidence
of my teaching competence, and that work may include some of your child's work.
No student's name will appear on any materials that are submitted. All materials will be used only as
evidence of my competency or as part of training materials for PDD reviewers. Your child's image and/or
work will not be made available to the general public.
Please sign the form below to grant or deny your permission for videotaping or using your child's work.
Sincerely,
July 26th, 2015
Christine A. Engelbrecht
Honors/On-Level English 10
PDD Permission Slip
Student Name:
Address:
Teacher:
School:
I am the parent/legal guardian of the student named above. I have received and read your letter
regarding your Professional Development Dossier. Please check all that apply below:
Yes, I give my permission to include my child's image on videotape for purposes of the PDD.
No, I do not give my permission to include my child's image on videotape for purposes of the PDD.
Yes, I give my permission to reproduce and include my child's work for purposes of the PDD.
No, I do not give my permission to reproduce and include my child's work for purposes of the PDD.
Signature of Parent or Guardian
Date
PDD STUDENT RELEASE FORM ENGLISH 0904