Course Syllabus


Jaclyn Foreman

Classroom Extension: 7197

Course Overview

English I will serve as a foundational study of literary genres (novels, short stories, poetry, drama, and nonfiction). As a class, we will examine the characteristics of various forms of literature, as well as literary devices used in those works. Our foremost goal this semester will be to develop all aspects of your language skills—reading, writing, speaking, listening, and yes, thinking.  We will be reading various short stories, novels, and plays throughout the semester.

Standard Course of Study

This year, we will be focusing on many of the goals that are outlined in the NC Standard Course of Study. A few of the goals we will be focusing on are:

  • RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific detail
  • RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
  • W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  • L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


  1. A receptacle for papers: this can be a binder, and 3-prong folder, etc.
  2. A composition book or spiral notebook; this will be your daily journal
  3. A writing utensil, a highlighter, and your Chromebook
  4. It would be wonderful if you could donate markers or highlighters for the classroom. (Remember, whatever materials are in my classroom come from my pocket!)


Classroom Policies

Procedures for Our Class

  • Be in your seat and ready for class (pencil sharpened and materials out) when the tardy bell rings. Each day begins with the same routine: responding to the prompt on the board in your journal. The bell signals the start of class, and you should be ready.
  • Bring all of your materials (pencil, paper, binder) to class every day. Being prepared for class is a basic expectation.
  • Assignments and deadlines are always posted on the whiteboard.
  • ALL assignments to be graded go into your class-specific tray at the front of the classroom or must be submitted through Canvas. If your assignment is not in the tray or on Canvas, it won’t be graded!
  • The CATA Student Handbook prohibits cell phone use during class. Do not let me see or hear your phone unless it is required for a classroom activity.
  • The “EmpowerED" Family Portal provides parents with links to online resources and apps that students can access to help them be successful.

Quizzes and Tests

  • All major deadlines and homework are posted on the white board at the front of the classroom.
  • There will be a vocabulary quiz every other week. This will be outlined on your vocabulary handout.
  • All students are expected to abide by the Honor Code. Getting answers for independent projects, homework assignments, and tests/quizzes or passing off words and ideas from Internet sources as your own are violations of the honor code.  You know what constitutes academic dishonesty, so please don’t do it!

Accessing Grades

  • You and your parents/guardians can access your grades online via the Parent-Student Portal. Log-in credentials are required, and your given username and password are available in the front office.
  • Work that has received a 0 in the gradebook CANNOT be made up. If the work has not been turned in but still may be completed for a grade, it will have a score of a 1.

Homework/Classwork = 20%         Quizzes = 35%       Tests/Projects = 45%

Late Work

  • As per the student handbook, work that is turned in late will have 10 points deducted per day late.
  • I will not accept assignments after we have reviewed answers in class.

Attendance/Help Sessions

  • It is important that you be present every day. If you miss a class, it is YOUR responsibility to get your make-up work from me and turn it in promptly.  As stated in the student handbook, you have two days to make up assignments after an absence.  This does not include tests or projects for which you’ve had advance notice.  These are due on the day you return to school.
  • If you need additional help with any aspect of my class, feel free to join my tutoring session on Tuesdays from 3:30—4:30.


A Final Note!

English I HN is an honors level course.  This course is also available in the Program of Studies at the College Preparatory level.  Students earning credit for an Honors level course receive an elevated number of Quality Points for their Grade Point Average.  Students choosing the Honors level course should be aware that this Honors level course will include:

  • Required extension opportunities that are directly related to the Standard Course of Study. This includes additional content beyond that covered in the College Preparatory level.
  • More challenging coursework and assessments.  Students will be expected to demonstrate higher levels of understanding for grades.
  • Projects and presentations will be more in depth.  
  • Students will have to focus and study regularly to master the content. 
  • The expectation that students can move through the coursework at an accelerated pace and students experiencing difficulty should quickly seek guidance from their teacher on how they can be more successful.


Below is a sample of how the Honors level objectives and assignments may differ from those in the College Preparatory level:

HONORS level objective

COLLEGE PREP level objective

Honors English I: Students will be able to analyze why the full presentation of an antagonist might make the reader react more sympathetically than they otherwise thought.

College Prep English I: Students will be able to identify and analyze how Inspector Javert serves as a foil to Jean Valjean.

HONORS level assignment

COLLEGE PREP level assignment

Honors English I: Read the following soliloquy with the close reading method. Identify and analyze the tones, then respond to the prompt in a well-planned constructed response that explains the development of the tone.

College Prep English I: Read the following soliloquy and answer the short answer questions. Circle the words that identify the given tone, then respond to the prompt in a well-planned constructed response that explains the development of the tone.

Course Summary:

Date Details Due