th
10 Grade Honors
2017-2018
Ms. Angelina Martinez
Bell High School, STEM & Gifted Magnet, Room A-3

Course Description: The 2017/18 year of 10th grade Honors English is an exploration of authors and
texts dating back to Renaissance literature and spanning the development of language until the present
day. The major emphasis of this course is outlined in the 10th Grade English Common Core State
Standards. Primarily, students will grow through a rigorous, intensive, and hopefully, engaging classroom
that prepares them for college by developing student’s communication skills, reading and annotation
comprehension skills, speaking, analytical and creative writing, editing and publication, and critical
thinking through appropriate practice.

CCSS.ELA-LITERACY.RL.10.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.10.2: Craft and Structure: Determine a theme or central idea of a text.
CCSS.ELA-LITERACY.RL.10.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone.
CCSS.ELA-LITERACY.RL.10.5: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension,
or surprise.
CCSS.ELA-LITERACY.RL.10.10: Comprehend literature, including stories, dramas, and poems.
CCSS.ELA-LITERACY.WHST.10.1: Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.10.2: Write informative/explanatory texts.
CCSS.ELA-LITERACY.WHST.10.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.10.7: Conduct short as well as more sustained research projects; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.WHST.10.10: Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Mode of Teaching in Ms. Martinez’s Class: At the beginning of a unit, the class will focus on the
historical aspect that influenced an author, genre or period—thus an overview is usually explored before
we begin reading a particular author, poet, drama, short story, or novel.
• Literature will be the main focus of the class. Reading assignments are crucial, along with the special
vocabulary (literary and rhetorical devices) used in the discussion of literature. A typical class that
features a literary selection will involve a discussion of the selection, examples from the selection
(especially ones that feature the application of literary terms). In addition, worksheets, written
responses, annotating, outlining, paraphrasing, and critical analysis will be at the core of the learning
process.
• Reader’s and Writer’s Workshop: Reading and writing skills and strategies will be important
throughout the semester and students must spend time on each aspect of a written assignment. Papers
will be submitted on time to get full credit. For some papers, timed-writing assignments will be
required within the class period. For other papers, an electronic submission will be required via
turnitin.com and a hard copy may be requested on the due date. Printing will not be allowed in class
before the bell.
• For peer editing, students will refer to a rubric to give their peers feedback.
• Students must develop their own personal vocabulary list; they incorporate these new words in their
writing and oral deliveries.
 Martinez Syllabus 2  

Class Participation: Students will be awarded points based on their cooperation and participation in class
activities. Therefore, it is vital that all students participate in class discussions and group projects—it is
through the sharing of ideas that permanent connections are made in our memory. Points are given for
participation and related activities.

Journals, Homework, and Projects: There is usually daily homework (Voice Lessons 10-20 minutes),
and on certain days, reading or writing (20-40 minutes). Students will use the JupiterEd website as I post
frequently and usually attach handouts and rubrics. All assignment must be completed on time—No late
work is accepted without a CLEARED written excuse for an absence. The Permit to Re-enter Class
(PRC) must be stapled to the assignment for credit. Major assignments are reduced a letter grade per day.
All excused late work must be completed within a reasonable time. If a student is absent, the student is
responsible for assignments. Students are encouraged to get several phone numbers from classmates and
check the JupiterEd website. Students must fill out the absence form for their work to be graded.
However, if a student is absent to class (with an excuse, however on campus on the day an assignment is
assigned or due), it is still, the student’s responsibility to receive classwork and deliver any assignment
that is due to the teacher, on time. For example, if a student is on campus visiting a counselor, or leaves
campus early (for any reason- a game or doctor’s appointmeny), the student is responsible for submitting
the work the day the assignment is due.

Essays: Students will write in a variety of modes: imaginative, narrative, expository, argumentative, and
persuasive. All essays must be written in MLA format (in pen or typed, if specified). Most major essays
are written in class as timed-writing. Although we will focus on reading and writing throughout the school
year, there will be approximately 8-selected student written essays per year (at least 3 major timed-essays
per semester) that will weigh heavily on a student’s grade. I encourage students to monitor grades using
Schoology. Students must be organized, keep a class reading journal (loose paper is fine, as along as it is
organized in the binder), and have a 2 inch, 3-ring binder with 8 dividers that includes class notes, reading
logs, writer’s workshop notes, voice lessons, and any work done for this class.

8 Dividers: 1) Syllabus/Handouts, 2) Voice Lessons, 3) Cornell Notes, Reading Journals. and

Annotations, 4) Literary and Rhetorical Terms 5) Style Analysis-Writer’s Workshop, 6) Essays, 7)
Assessments: Quiz/Test, 8) Projects

Core Texts: Houghton, Mifflin, & Harcourt: California Collections. Each student will receive a textbook
and 2 workbooks (“Close Reading” and “Performance Assessment”). The textbook must be returned in
the same condition that it was received before final grades will be entered on the student’s transcript. The
workbooks are consumable and students will be asked to write in the workbooks. Although novels and
plays will be issued to students through the textbook room, students are also encouraged to purchase
novels if possible (used o.k.) so that students may annotate their text.

Independent Reading / Outside Reading: During each semester, students are required to have an
independent novel to read at home and during class (silent reading as a warm up). Students will also have
two texts to read during the winter break. There are times when the teacher or student chooses the novel;
of course, students may also check out books from the library. Some texts will be made available online.
The first independent silent reading book is a “student’s choice” book, due Wednesday, August 16, 2016.

Grading: Grades will be accessible to students and parents through Schoology—the interactive website
also found at the Bell High School website. As sophomores, most students and parents are registered. The
class will be graded on a point and weight system. Essays, assessments, and projects will account for the
majority of weighted assignments. I will grade holistically, using a rubric. ALL COMPLETED
 Martinez Syllabus 3  
CLASSWORK AND HOMEWORK will receive credit; however, if the student leaves ANY blank
responses (and does not TRY to respond—“or guess”), then the student will receive a zero for the
assignment. Using the language of the rubric, I will comment and qualify the score. The grading scale
follows the standard of A/100-90; B/89-80; C/79-70; D 69-50-- below 49 is fail.

Grading Scale:
A: 100-90
B: 89-80
C: 79-70
D: 69- 50
F: 49-0

Semester 1 Grade: Semester 2 Grade:

Category/ Weight % Category/ Weight % =100%
Cornell Notes, Reading Journals, Annotations & Cornell Notes, Reading Journals, Annotations &
Literary Terms- 10 Literary Terms- 10%
Essay 1- 15 Essay 1- 15%
Essay 2- 15 Essay 2- 15%
Essay 3- 15 Essay 3- 15%
Participation-Project- 10 Participation-Project- 10%
Assessments (Quiz-Test-Midterm-Final)- 10 Assessments (Quiz-Test-Midterm-Final)- 10%
Reader’s & Writer’s Workshop-10 Reader’s & Writer’s Workshop-10%
Voice Lessons- 15 Voice Lessons- 15%

Hall Passes: Hall passes are limited. It is the student’s responsibility to take care of personal needs on
their own time.

Plagiarism: The LAUSD Academic Standards and the school policy on plagiarism and cheating are
rigorously enforced. All students who use another source without reference are in violation of plagiarism.
You must use MLA citation to ensure you accurately quote from another person’s material. See Owl
Purdue/MLA when in doubt. All assignments in violation of this policy will receive a grade of 0 and a
parent conference and possibly school detention.

Class Rules: 1. Be respectful to both teacher and peers at all times. 2. Raise your hand before you speak.
3. Be prepared with all your materials and homework ready when the class begins. 4. No electronic
devices are allowed without permission (mp3, cell phones, etc). All state and district laws will be
followed; as well as Bell High School dress codes and electronic policies.

Appointments: I do not have a conference period; therefore; students may make an appointment to meet
after school, for any reason.

Parent Conferences: Feel free to contact me at angelina_dali@yahoo.com or call the school 323-832-
4700 for an appointment. Please note: it is most convenient if students and parents email me directly
using JupiterEd. I will do my best to respond within 24 hours. Students who email me after 7pm regarding
a homework assignment may not hear from me until the next school day.

Warm Ups: Silent Reading, Quote for the Day, & Journals, Voice Lessons (also for homework), Literary
Terms/ Rhetorical Devices, Poetry Terms
 Martinez Syllabus 4  
Anchor Activity: If students are done early with classwork, the students should work on their “anchor
activity,” or silently read their book.

Time periods in Literature: Renaissance + 7 Periods of Literature (Puritan Age, Age of Enlightenment
(Reason), Romantic Age, Realism, Naturalism, Modernism: Age of Disillusionment, Age of Anxiety)

Genres in Literature: Philosophical fiction, Satire, Picaresque novel, Bildungsroman, Epistolary,

Tragedy, Comedy, Histories, Drama, Romance, Realistic Fiction, Tragicomedy, Historical Fiction,
Nonfiction

Classwork/ Annotations:
Classwork and annotations may include any notes, using various strategies, for example: DIDLS,
SOAPStone, Rhetorical Précis. Notes may include analyzing literature, nonfiction, political cartoons, art,
or music.

Rhetorical Triangle:
Ethos, Pathos, Logos (Advertising Project)

Rhetorical Analysis and Writing:

Tone, Diction, Details, Imagery, Figurative Language, Point of View, Organization, Syntax

Please note, depending on scheduling and the availability of textbooks, the syllabus is subject to change.
Thank you in advance for your understanding. Possible novels, plays, and short stories include the
following:

Novel: Drama:
Toni Morrison, The Bluest Eye Arthur Miller, The Crucible
Scott Fitzgerald, The Great Gatsby Tennessee Williams, A Streetcar Named Desire
Ernest Hemmingway, A Farewell to Arms William Shakespeare, Julius Caesar
Cormac McCarthy, No Country for Old Men William Shakespeare, A Midsummer Night’s
Voltaire, Candide Dream
J.D. Salinger, Catcher in the Rye
Short Story:
Possible Independent silent reading novels Flannery O’Connor, A Good Man is Hard to Find
during the school year: Max Shulman, Love is a Fallacy
Stephen Chbosky, The Perks of Being a
Wallflower Poetry:
Alice Walker, The Color Purple Elements of Poetry
Tim O’Brien, The Things They Carried Rock/Hip Hop as Poetry
Manila Argueta, One Day of Life Art-Music and Painting/ Research and Analysis
Ekphrasis as Poetry
Pablo Neruda’s poems, Twenty Love Poems and
a Song of Despair

Nonfiction:
Ralph Waldo Emerson, Self-Reliance
Henry David Thoreau, Civil Disobedience
 Martinez Syllabus 5  

Supplies:

• ● binder (2 inch, 3 ring binder will not be left in
class)
• In the binder: 8 tab dividers, paper
• ● several pens (dark ink- black, blue, green,
purple)
• ● independent reading book
• ● 5 highlighters for annotating and highlighting
essays- orange, yellow, pink, blue, green
• Orange: Thesis- Orange you glad you wrote a thesis! Way to
stay focused!
• Yellow: Topic Sentence- “If you want to keep me mellow,
have some yellow.”
• Pink as Red: Evidence- “Too much red, you’re dead.”
• Blue: Analysis- “The more blue, the better you do.”
• Green: Transitional phrase- “Better have green, or I’ll be
mean.” Of course, I am lighthearted.
• Purple: Strong Rhetorical Verbs- “Be a nerd, highlight your
verbs!” (Nerds are cool ☺)

*Although it is not required that a student keep a separate planner for my class, students are encouraged to
own a planner to organize and keep track of their assignments for all courses.

***************************************************************************************

10th Grade Honors

2017-2018
Ms. Angelina Martinez
Bell High School, STEM & Gifted Magnet, Room A-3

Parents/Guardians and students are responsible to know this information and follow accordingly.
Your signatures below indicate that you have read, understand, and are agreeable with the above terms
of the course. If you have any questions, please contact me.

Please complete the following with your parent/guardian print & return this portion (page 6 only) of the
syllabus to Ms. Martinez by Monday, August 21, 2017. Also, please have all supplies, as listed on the
previous page, in class by Monday, August 21, 2017.

Student Name (Print): _________________________________________ Period: __________

Student signature: __________________________________________ Date: ______________

Parent/Guardian’s Name (Print): ___________________________________________________

Parent/Guardian signature: __________________________________ Date: ______________

Parent/guardian email: ___________________________________________________________

Parent/Guardian’s cell phone number: _______________________________________________

Parent/Guardian’s home phone number: _____________________________________________

Best way to be contacted: (circle one): Email Home Phone Cell Phone

Best time to be reached: __________________________________________________________