• EXPECTATIONS OF A DIGITAL CLASSROOM

    While learning in the virtual world is new for many of us, the classroom is not. Think of the virtual classroom as you do the traditional classroom and conduct yourself accordingly:

    • Behavioral standards, as outlined in the Code of Conduct, are in effect and will be enforced through coordination with administration. For example, lateness, inconsistent attendance, general mischief, plagiarism and disrespect will have consequences.
    • You are expected to be visible on camera when utilizing Microsoft TEAMS
    • Your failure to acknowledge random questioning during a class session can qualify as a CUT and will be addressed accordingly.
    • Grades will be reflective of demonstrated levels of cooperation, productivity and content mastery.
    • Grades will be earned based on attainment of documented performance standards on a variety of assessments.
    • You are strongly encouraged to utilize Extra Help Sessions as needed.
  • English 10 is designed to guide students to think more deeply and express themselves more exactly. The theme for the year is the process of choosing and pursuing goals. Students will, through interacting with literary characters, learn about the conflict between personal and societal goals/expectations for the individual, the complexities of choosing a course of action that may have both desirable and undesirable results, dealing with disappointment when a dream does not come true, and reimagining goals when it's time to move forward into a new chapter of their lives. Students will use thematic analysis, rhetorical analysis, synthesis and research to contextualize and then internalize the decision-making processes of the characters observed. Anchor texts will be The Crucible, Othello, Of Mice and Men, and House on Mango Street.

    Stories help us make better decisions by showing us vividly how things might play out as a result of a choice made. They provide a safe venue in which to project consequences and subsequent decisions before we have to make a real-life choice. This year students will learn how to use literature to think about and discuss with others hypothetical actions and potential consequences. It will show them how to use logic to make educated guesses about how their decisions will affect others, and how their actions (or inaction) will affect their future selves. The different types of analysis they will be doing teach them the process of problem-solving: gathering necessary information and examining one aspect at a time of any complex issue, so that they can make an informed decision that's right for them and then move toward their goals.