• Students and Parents/Guardians: When you are finished reviewing this document together and in full, please fill out this Google Form.  I'm looking forward to a great year!

    English 10 Honors Syllabus

    Ms. Audra Vasiliauskas


    (540) 332-3926

    Class Meeting Time (3A): 11:30-12:15 A Days Tuesday-Friday; Mondays independent

    Class Meeting Time (4A): 12:30-1:15 A Days Tuesday-Friday; Mondays independent

    Office Hours (3A): 2:30-3:00 PM Monday-Friday; by appointment

    Office Hours (4A): 3:00-3:30 Monday-Friday; by appointment

    Weekly Assignments Posted: Monday at 8:00 AM via Google Classroom

    Weekly Assignments Due: Friday at 5:00 PM via Google Classroom

    Google Classroom Join Code (3A): n35bw62

    Google Classroom Join Code (4A): t3hcn5h

    Course Description:  English 10 Honors

    English 10 Honors takes a thematic approach to world literature, including works from various cultures. In addition to reading various representative novels, students will study drama, poetry, and short stories. Analytical and creative responses to the literature will be stressed in composition and discussion. Students will extend vocabulary development and focus on grammar study. Rigorous outside reading and writing is a requirement of this course (Staunton High School Program of Studies, 54).

    Honors Philosophy/ Honors Statement

    The honors student must:

    • be self-motivated and actively engaged in classroom activities 
    • be tolerant of other people's opinions
    • exhibit willingness to improve in all phases of the English program 
    • be honorable in all phases of academic requirements
    • take full responsibility for all work missed because of an absence
    • be able and willing to complete English homework each weeknight
    • be able and willing to read extensively on one’s own time
    • be able and willing to work on multiple assignments simultaneously

    Honors Placement and Recommendations for Tenth Grade: Students who are not able to maintain a satisfactory standing in designated honors courses or meet the prerequisite cut score will not be recommended for placement in an honors course or advanced placement course for the next school year.  

    Texts: Prentice Hall Literature: Platinum. Prentice-Hall, 1999. 

    Mirrors and Windows: Connecting with Literature. EMC School, 2016.

    Family Matters. Perfection Learning, 2014.  

    Fahrenheit 451 by Ray Bradbury                 

    Night by Elie Wiesel    

    Instructional texts/literary circles may be drawn from the following list. Specific use will be left to teacher discretion based on student needs.

    October Sky by Homer Hickam, The Glass Castle by Jeannette Walls, A Long Way Gone by Ishmael Beah, I Am Malala by Malala Yousafzai, Go Tell It on the Mountain by James Baldwin, A Separate Peace by John Knowles, A River Runs through It by Norman Maclean, Between Shades of Gray by Ruta Sepetys, excerpts from The Prince by Niccolo Machiavelli, and other resources as needed to enhance student learning           

    Teacher’s Expectations

    Academic Expectations and Policies:

    1. Google Classroom- Google Classroom will be updated weekly and often daily. This page contains information related to homework assignments and classwork.  Please be sure to check this site each day in order to receive the most updated information. 
    2. Paper Submission-Final written submissions will be submitted through Google Classroom using MLA format, including those written during the class period. All in-class essays will be timed and will require students to complete that writing in full within a specified time.
    3. Academic Organizational System- Students must have an organizational system in place to keep track of all formative, minor, and major assignments. Extra copies of assignments and materials will be posted to Google Classroom or shared through Gmail.  For physical copies of materials, reach out to me. 
    4. Plagiarism - Cheating and plagiarism* are serious offenses. Cheating or plagiarizing on any school assignment or assessment will result in an automatic zero and appropriate disciplinary action. For online learning, any assignment marked “independent” must be completed independently; in the event that it is not, this is considered cheating.  Please see the school policy for discipline measures resulting from academic dishonesty. *Any time you submit ideas, writings, or works from another source and present them as your own, you are guilty of plagiarism.
    5. 10th Grade Honors Late Work Policy: A student will have as many days as he/she/they was absent to make up an assessment. However, assignments created and assigned in advance must be turned in on the assigned due date.  If a student attends school for any part of the school day, the assignment is expected to be submitted before the student leaves campus.  It is a student’s responsibility to schedule a make-up date for all tests, quizzes, and in class assignments with the teacher. Assignments will not be accepted for credit more than three days late and will lose ten percent per day.

    Classroom Behavioral Expectations and Policies

    1. Participation and Attendance- Students will attend all scheduled class sessions (whether in-person or on Zoom) and participate actively and meaningfully in class activities and discussions.
    2. Tardy Policy- It is imperative that all students be seated and ready to begin class when the tardy bell rings so as to maintain a positive environment and maximize learning time.  Students must be seated in his/her assigned desk when the tardy bell rings. The consequences of tardies are explained in the student handbook.  This policy applies to both online and in-person learning.
    3. Electronic/ Mobile Devices and Earbuds/ Headphones- Upon entering the class, students should place their electronic devices away and out of sight. Personal mobile devices should remain away unless students are told to use them. After two warnings (including parent or guardian contact), students will receive a referral.  This applies to both online and in-person learning.  
    4. Dress Code-Students are required to abide by the school’s dress code during class time.
    5. Classroom Rule- Students will show respect for themselves, others, and the learning environment.

    Classroom Rules: RESPECT

    I have one rule: “Respect.”  

    1. I expect that you will respect me by coming to class on time, having your homework finished, being attentive throughout the lesson, and coming to class prepared. At home, you may eat during a Zoom session, as long as doing so is not distracting for, or disruptive to, others.  In the classroom, the expectation is that you eat before or after class.
    2. I expect that you will respect others by your hand, actively listening, protecting personal space, and respecting personal belongings.
    3. I expect that you will respect yourself by working hard and making time to see me if a lesson or assignment requires further clarification.
    4. I expect that you will actively communicate with me about your learning and the feedback you receive. We both have the same goal: your success.  I will contact you often with any questions and concerns I have, and I will encourage you to do the same, especially when you are struggling to understand a concept or feedback you have received.

    Zoom-Specific Behavioral Expectations and Policies

    • Be courteous and respectful at all times to yourself, to your classmates, and to me.
    • Be on time. Things happen, but class starts at the scheduled time.  If you come in late, be respectful as you join.
    • Find yourself a quiet place conducive to learning, if you can. I am aware this is not always possible, but do your best.
    • Be prepared. Our online sessions will often be workshop-based, so you need to complete the appropriate assignment in order to get the most out of them.
    • Always keep your video turned on. Since this is the expectation, you will need to dress appropriately and follow the same rules of dress expected when you are in class.  In the event of an emergency in which you must turn off your video, go ahead and turn it off and contact me afterwards.
    • Mute your microphone. Only unmute yourself when I direct you to.
    • Participate! When you engage meaningfully, you get more out of class.  Simply showing up is not enough.
    • Chat responsibly. Sessions will be recorded and posted in order to help those who are absent, and all chat conversations appear in the recorded session.  If you send a message in the chat, send it to the whole class.  Make sure the message is school-appropriate.
    • When you are speaking, speak clearly and make eye contact. English is not just about reading and writing; it is also about public speaking!

    Editing Tips

    Students learn to write well through practice with all levels of the writing process.  Struggling independently through the writing process produces growth and voice. When parents, siblings, tutors, or others contribute ideas, words, phrases, revisions, etc. to students’ writing, student-writers miss the opportunity to achieve literary self-reliance.  One thing the student can do is to read the paper aloud to help hear what needs correcting. Careful questioning and cueing will provide help without taking away the student’s learning experience.  For example, consider the following—“Is this word strong enough? Is it interesting enough? Is it specific enough?” “Can you think of another word that means the same thing?” “Does this sentence seem awkward?”   “What exactly do you mean here?” “I don’t understand what you are trying to say; can you say it more clearly?”  

    Classroom Reading

    Over the course of the semester/year, we will engage in independent and instructional reading.  Instructional reading selections will be used as anchor texts and for passage study. However, for independent reading, students will be making choices from a variety of Young Adult Literature and literary circle selections.  Because I respect the role of parents and the traditions held sacred, I want to empower parents to be familiar with what students are reading on a weekly basis. If you would like your child’s texts to be exclusive to the literary canon, please contact me.  Please also email me with any additional questions or concerns.

    Grading Scale

                A+ = 98-100

                A = 93-97 

                A- =   90-92

                B+ = 87-89

                B = 73-76

                B- =   70-72

                C+ = 77-79

                C = 79-81

                C- =   77-78

                D+ = 67-69

                D = 63-66

                D- =   60-62


                  F = 59 and below


    Grades will be averaged and reported using the adopted grading scale that appears in the student handbook. Within the English classroom, thirty-five percent (35%) of the quarter grade will be based on major writing assessments. Thirty percent (30%) will include unit tests and projects. Twenty percent (20%) of the quarter grade will consist of quizzes and minor writings. Classwork, daily work, and homework is fifteen percent (15%) of the final quarter grade. This year, there will be no midterm exams, and the final exam will be project-based. The school exemption policy will be followed. 

    *An important note about assignments for this course: I do not assign mindless busywork; every assignment is important and meaningful.  For this reason, I expect that you complete all assignments to the best of your ability.  This does not mean that I expect perfection; instead, I expect effort.  I will help you fill in the gaps.

    Parent Portal and Chromebook Help

    Grades will be posted to PowerSchool on a weekly basis.  Please be diligent and check grades often.  PowerSchool can be accessed here: http://scps.powerschool.com.  If a student or parent is having trouble logging in or forgets his/her/their access codes, please reach out to the assigned guidance counselor.

    Having access to Chromebooks is a necessity for success in both online and in-person learning.  If a student has any issues with a Chromebook, use the following form to report issues: https://docs.google.com/forms/d/e/1FAIpQLScisWA1mKzwcDzH9BISdhRAmSxv8W_bVVheBaii8V0E8v89pg/viewform?vc=0&c=0&w=1&flr=0.  The link to this form is also located in the “Report Technology Issues” section of the “Parents and Students” tab on the SHS website.

    INSTRUCTIONAL PLANS: This outline is tentative and subject to change due to availability of resources, schedule constraints, teacher discretion, and/or individual class needs.

    Unit 1: Family Matters

    Literary Titles

    • Short stories used as anchor texts
    • Literary Circles may include readings from the following: October Sky, I Am Malala, The Glass Castle, Long Way Gone, Go Tell It on the Mountain, A River Runs through It, Between Shades of Gray, and A Separate Peace
    • Instructional text: Antigone
    • Various prose and poems
    • Student-selected independent reading

    Major Writings and Assignments

    • Literary responses/essays
    • Memoir writing
    • Introduction to literature
    • Literary terminology
    • Close reading
    • Fundamentals and strategies of analysis
    • Vocabulary development
    • Persuasive essays

    Unit 2: Government, Oppression, and Censorship

    Literary Titles

    • Fahrenheit 451
    • Variety of nonfiction to enhance research and debate
    • Various prose and poems
    • Student-selected independent reading

    Major Writings and Assignments

    • Literary responses/essays
    • Evaluate an author's purpose
    • Evaluate the historical, societal, and/or cultural importance of a text
    • Close reading
    • Literary terminology
    • Vocabulary development
    • Persuasive essays
    • Academic and professional databases
    • Debate speech presented
    • Creative project

    Unit 3: Trust and Betrayal

    Literary Titles

    • The Tragedy of Julius Caesar
    • Excerpt from The Prince
    • Various prose, drama, and sonnets
    • Student-selected independent reading

    Major Writings and Assignments

    • Creative project
    • Oral presentations
    • Evaluate the historical, societal, and/or cultural importance of a text
    • Close reading
    • Literary terminology
    • Vocabulary development
    • Persuasive essays
    • Evaluate an author's purpose
    • AP-style rhetorical analysis and multiple choice

    Unit 4: Taking Sides: Nonfiction, Research, Speech, Rhetoric, and Rhetorical Analysis

    Literary Titles

    • Night
    • Various persuasive sample research essays
    • Sample AP rhetorical analysis essays
    • Speeches
    • Student-selected independent reading

    Major Writings and Assignments

    • The research paper and process
    • Academic and professional databases
    • Literary terminology
    • Vocabulary development
    • Evaluate an author's purpose
    • AP-style rhetorical analysis and multiple choice
    • Fundamentals and strategies of analysis